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HBEL 1103 : Introduction to English Language Teaching /2010
FACULTY OF EDUCATION AND LANGUAGES
HBEL 1103 : INTRODUCTION TO ENGLISH LANGUAGE TEACHING
SEMESTER : JANUARY 2010
a. Identification of syllabus item and skill
b. Lesson plan
c. Incorporation of non-structural application and communicative methods in lesson and its
probable effectiveness.
d. Commentary about the lesson carried out and wheter it has achieved it objectives.
Siti Radhiah Binti Shamsudin
Matric number : 741014105128002
NRIC : 741014-10-5128
Telephone number : 019-3941084
E-mail address: bondanani@yahoo.com.my
Tutor’s name: Tuan Haji Mohd Razak b. Abdul Karim
Learning Centre: IPGM Kampus Bahasa Antarabangsa Kuala Lumpur
January 2010 Semester

2. 1. 0) INTRODUCTION
English is taught as a second language in Malaysian primary and secondary schools in the
country. The terminal goal of the English language curriculum for schools is to help
learners acquire the language so that they can use it in their everyday life; to further their
studies, access information and for work purposes.
English is important, as with the globalization, Malaysians will need to be
proficient in the language and to communicate with the people in other countries. The use
of English in Information and Communication Technology (ICT) has also been
incorporated into the curriculum to enable to access knowledge on the internet and to
network with people both locally and overseas.
As far as Teaching English as The Second Language (TESL) is concerned on how
do people best learn English? The second language classroom consist a unique
background and learning qualities. These individuals’ variations in learning capacity and
proficiency levels can be a boon or bane for the teacher.
Non-stucturalist approach can be categorized under variety approaches and
methods. There are Direct Method, Suggestopedia, The Silent Way, The Natural
Approach, Total Physical Response, Community Language Learning, Communicative
Approach.
The concept of the language learning in these approach are different from those
held by structuralist way. The non-structuralist approach was a reaction against the idea
that a language can be learned by continual reference to one’s native tongue. It also
rejects the idea of memorizing vocabulary and grammatical rules. The non-structural
propose that L2 learning practices should reflect the natural processes involved in L!
acquisition. At the lastly, it also asserts that language learning occurs by listening to it
being used and using it to achieve some purpose.

3. 2.0) SYLLABUS ITEM FROM THE KBSR SYLLABUS AND CURRICULUM
SPECIFICATION
Language Skill Curriculum Specification Level
3.6.1) Read and label parts 1
Reading Skill 3.6.2) Read and group words according to categories 2
3.6.3) Recognize and make words from other words 3
4.2.1) Match phrases to pictures 1
Writing Skill 4.2.2) Label parts 2
4.2.3) Give one word for many words 3

4. 3.0) LESSON PLAN
Class : 3 Intan
Enrolment : 35 students
Time : 8.00 – 9.00 (60 minutes) Date/Day : 1st February 2010 /Monday
Topic : Home Sweet Home
Theme : World of Knowledge
Language Skill Curriculum Specification Level
3.6.1) Read and label parts 1
Reading Skill 3.6.2) Read and group words according to categories 2
3.6.3) Recognize and make words from other words 3
4.2.1) Match phrases to pictures 1
Writing Skill 4.2.2) Label parts 2
4.2.3) Give one word for many words 3
Language Content : Grammar :- Noun – Countable Nouns
Vocabulary:- bathroom, bedrooms, study room, porch, kitchen,
dining room, living room
Behavioural Objectives : At the end of the lesson, the students are able to:-
Level 1: a) Match at least 5 of the parts of the house correctly and able to state at
least 4 true and false statement given, based on the topic given, appropriately
Level 2 : a) Label at least 5 of the part of the house and list at least 3 items in each
of the part of the house correctly
Level 3: : a) Complete at least 5 sentences given correctly based on the topic
given.
Previous Knowledge : Students knew about different types of houses.
Teaching Aids : LCD, Laptop, Sentence Strips, Graphic Organizer (GO)
Moral Values : a) You need to clean up your own room
b) Helping parents doing the house chores.
Education Emphasis / : i) Identifying characteristics ~ Critical Thinking Skills
Thinking Skills ii) Grouping & Categorizing ~ Critical Thinking Skills
iii)Making association ~ Creative Thinking Skills

5. Stage / Time Content Teaching / Learning Activities Remarks
Pictures / vocabulary :- 1. Teacher shows pictures Teaching Aids
- study room using LCD parts of home. Next Laptop
Set Induction - bedrooms incomplete letter of vocabulary LCD
- porch based on the part of home are
5 minutes - kitchen given too.
- dining room 2. Students fill in missing
- living room letters to build correct name of
- stairs different parts of home.
- bathroom etc. Example :
_ath_oom = bathroom
kit_h_n = kitchen
_ining r__m = dining room
3. Teacher introduce the topic
for the day.
Sentence Patterns: 1. Students choose a partner.
Presentation I do my homework in the Each pair will get 2 sets of Teaching Aids
bedroom. envelope. Envelope A contains Sentence Strips,
15 minutes I help my mother cook in descriptions & envelope B Envelopes.
the kitchen. contains parts of the house.
I watch television in the Each pair have to match both of
living room. the phrases and form correct
DEVELOPMENT
I take my bath in the sentences based on the different
bathroom. parts of the house.
2. Each pair will present their
answer to the class. Teacher
assists them and correct if there
is any mistakes.
3. The class will read aloud the
sentence patterns together.

6. Stage / Time Content Teaching / Learning Activities Remarks
Practice Graphic Organizerv(GO) 1. Students join group work. Teaching Aids
Each group consisted 5 Graphic
Bedroom Dining Bathro
15 minutes
Room om member. Organizer (GO)
Cupboard Cooker Toilet
Pillow Dining Bowl 2. Each group will get a few
Bed table Tap
Bolster Sink parts of home and they have to
Study Shower
table Mirror list items that they can find in
Pail
each of the room.
3. They have to categorized the
items correctly in the GO given.
DEVELOPTMENT
4. Each group will present to
the class.
1. Each of the students are
given a writing task according Teaching Aids
Written Task : to their level. Worksheets
Production
Level 1 : Match the parts of a
20 minutes Level 1 : Poor Students
home correctly.
Level2: Intermediate Students
Level 2: Label the parts a home.
Level 3 : Advance Students
Level 3 : Complete sentences
on description of activities in
his/her house
2. Students hand-in their work .
1. Teacher elicits moral values
Closure Moral Values : from the students on today’s
- Responsibilty lesson.
5 minutes
- Hygienic
- We need to clean up our own
- Act of Kindness
bedroom everyday
- We need to help our parents to
do the house chores.
Reflection : All the objectives have been achieved. All the students in each of the level
able to achieve the objectives that been stated above. The lesson plan have been
conducted as been stated in the daily lesson plan above and according to the time
allocation.

7. 4.0) INCORPORATING AND IMPLEMENTING THE NON-STRUCTURALIST
METHODS IN THE LESSON PLAN.
4.1 - Direct Methods
In the lesson plan given earlier, non-stucturalist approached was incorporated through the
direct method. Direct Method was posited by Charles Berlitz. The basic tenet of Berlitz’s
method was that second language learning is similar to the first language learning. In this
light, there should be lots of oral interaction, spontaneous use of the language, no
translation and little if any analysis of grammatical rules and syntactic structures. In
short, the principles of the Direct Methods were as follows:
 Classroom instruction was conducted in the target language,
 There was an inductive approach to grammar.
 Only everyday vocabulary was taught.
 Concrete vocabulary was taught through pictures and objects, while abstract
vocabulary was taught by association of ideas.
4.1.1 - Integration of Direct Methods in The Lesson Plan
Based on the lesson that been presented earlier, the classroom instruction was
conducted in the target language. Obviously, there is no translation between L1 and L2.
Teacher link the target language word directly by using pictures that been shown through
the LCD. During the set induction, teacher uses pictures of different part of a house and
students were exposed with the vocabulary If learners do not translate, they link the target
language (English) with their native language words with the object.
As we far as the lesson was concerned, there very little analysis of grammatical rules.
There was an inductive approach to grammar. For example; the language content that
been presented earlier is countable noun. If you noticed that it has been convey very
indirectly in the lesson plan. Grammar is emphasized but taught in simplicity. There is

8. little attempt to construct a grammatical syllabus. As the basic premise of the Direct
Methods, there should be little or no analysis of grammatical rules.
The language taught (vocabulary and sentences) is ordinary, everyday language.
Materials are based on ordinary situation in which learners might expect to find
themselves, examples : different places of home – bedroom, bathroom, dining room,
living room, kitchen etc. The vocabulary is authentic and based on everyday life words
and sentences.
The next feature that been presented in the Direct Method approach is concrete
vocabulary is taught through demonstrations, objects, pictures and abstract vocabulary is
taught through association of ideas. Teacher’s role is to present the language through
speech as well as the use of real object and action, or representations of the objects and
actions. As the lesson above, pictures are shown with the LCD to all the students
especially to show the different part of a house.
4.2 - The Silent Way
The Silent Way rested on cognitive rather than affective arguments, and was
characterized by a problem-solving approach to learning. Gattegno (1972) held that it is
the learners’ best interest to develop independence and autonomy and cooperate with
each other in solving language problems. The teacher is supposed to be silent – hence the
name of the method – must disabuse himself of the tendency to explain everything to
them.
4.2.1 - Integration of The Silent Way in The Lesson Plan
One of the feature of The Silent Way is the learner actively in the learning process
rather be a listener. In the lesson given, it is a students-centered teaching comprises
abundant of activities that have been incorporate together such as filling in the missing
letters (set induction), matching activities in pair work for the presentation stage and
group work in practice stage where they have to categorize the items based on the task
given. Thus, from the lesson plan given earlier, utilizes The Silent Way method.

9. The Silent Way procedures featured teacher’s role as a facilitator and learners is
seen as a problem-solving, creative and discovery based activity. All the stages in the
lesson given have prove that the role of the teacher is not as to giving all the information
but more to facilitate the students through out the lesson.
5.0) COMMENTARY ABOUT THE LESSON
5.1 - Set Induction
Stage / Content Teaching / Learning Activities Remarks
Time
Pictures / vocabulary :- 1. Teacher shows pictures using Teaching Aids
- study room LCD parts of home. Next incomplete Laptop
Set - bedrooms letter of vocabulary based on the part LCD
– porch of home are given too.
Induction
- kitchen
– dining room 2. Students fill in missing letters to
5 minutes
- living room build correct name of different parts
- stairs of home.
- bathroom etc. Example :
_ath_oom = bathroom
kit_h_n = kitchen
_ining R__m = dining room
3. Teacher introduce the topic for the
day.
The activities manage to arouse students attention. All of them love and so excited
with the usage of ICT equipments such as laptop and LCD. They also enjoyed the
graphics that teacher present ( parts of home). And for the filling in the missing letters
activities, all of them were so eager to participate with the activity. Due to the excitement,
it seems all the students are over excited the in answering the questions given ( filling in
the blanks). Since the time allocated in 5 minutes only, teacher have to control and

10. manage the students in order to make sure that the lesson continue to the next stage.
During the lesson, teacher seems to exceed the time allocation to almost 7 minutes. So
teacher realize that, time management is very important and always stay focus on the
lesson and do not ever been carried away with the situation. The teacher is the one taht
control the situation not the other wise. Teacher learnt a great lesson on this stage. As
people said; people learn from their mistakes.
5.2 - Development
Stage / Time Content Teaching / Learning Remarks
Activities
Sentence Patterns: 1. Students choose a partner.
I do my homework in the Each pair will get 2 sets of Teaching
Presentation
bedroom. envelope. Envelope A Aids
10 minutes I help my mother cook in contains descriptions & Sentence
the kitchen. envelope B contains parts of Strips,
I watch television in the the house. Each pair have to Envelopes.
living room. match both of the phrases and
I take my bath in the form correct sentences based
Development
bathroom. on the different parts of the
house.
2. Each pair will present their
answer to the class. Teacher
assists them and correct if
there is any mistakes.
3. The class will read aloud
the sentence patterns together.

11. 1. Students join group work. Teaching
Each group consisted 5 Aids
Bedroom Dining Bathroo
Practice Room m member. Graphic
Cupboard Cooker Toilet
Pillow Dining Bowl 2. Each group will get a few Organizer
10 minutes Bed table Tap
Bolster Refrigerat Sink parts of home and they have (GO)
Study or Shower
table Mirror to list items that they can find
Pail
in each of the room.
Graphic Organizerv(GO) 3. They have to categorized
the items correctly in the GO
given.
4. Each group will present to
Development
the class.
1. Each of the students are
given a writing task according Teaching
Production Written Task : to their level. Aids
15 minutes
Level 1 : Match the things Worksheets
Level 1 : Poor Students
according to the parts of a
Level 2: Intermediate
home.
Students
Level 2: Label the parts a
Level 3 : Advance Students
home.
Level 3 : Complete sentences
on description of activities in
his/her house
2. Students hand-in their
work .
In the development stage, the students were start off with the presentation stage.
The pair activity ran smoothly and all the pairs were able to complete the task given on
time. Teacher did not encounter any problem during the presentation stage. During this
stage, the sentence patterns were presented to the students. All the sentence patterns were
the same sentence that been match by the pairs earlier. So the connection of the activity
and the lesson content were coherent and well synchronized.

12. Next, the following stage is, the practice stage. All the students were involved
with group activity. They have to complete the GO by listing the items according the
places of a house. At the end of the stage, all the group managed to present their findings.
The task is not too difficult and all the group were more relax don’t feel intimidated with
the task given. Teacher facilitated the students through out the activity. As far as the
group was concerned, they were group in a mixed ability group. This to ensure all the
students were comfortable.
On the production stage, students were given worksheet according to their level of
proficiency in English. Level 1 is for the poor student. Level 2 for intermediate and the
advance one were given Level 3 worksheet. Each of the level have different task and it is
gradually complicated as it come to greater level. Evaluation was made after the lesson.
Teacher checked the students work and all the students able to complete their task
accordingly. Differentiated worksheets n mixed-ability classroom will ensure that all
students learn certain core information and master certain basic competencies according
to the objectives and skills that been presented in the lesson plan.
5.3 - Closure
And the last part of the lesson, was the closure where teacher elicits moral values from
the students. Act of kindness such helping out parents doing the daily house chores and
keeping room clean were the most popular answers given by the students. Teacher felt so
overwhelmed with the spontaneous reaction by the students’ answer. It proved that moral
values, is definitely managed to be impart indirectly through the lesson. All the students
knew their responsibility and aware with the good values. It is the matter of the execution
that may worried us.
At the end of the lesson, the teacher realizes that learning takes places most
effectively in the classroom where knowledge is clearly and powerfully organized,
students were highly active in the learning process, assessment are rich and varied, and
students feel a sense of safety and connected with the content given. As a whole the
lesson had been a very successful one and the most important, all students were enjoyed,
relax and able to implement all the task given in flying colours.

13. 6. CONSOLIDATION
As the conclusion of the findings on which way is the best approach or methods in
teaching English in Malaysia classroom is still very uncertain due to many research and
finding out there. Both structural and non-structural have is own strength and capability
to attract students attention. But through this research and finding, it proves that non-
structural approached enable students to gain more access and more relax with the
instruction in learning English As The Second Language in a normal Malaysia
classroom.
Students seems to enjoy with less pressure during the lesson. For example, one of
the implication in the Direct Method (Non-Stucturalist Approached); learners must be
allowed to have the own pace of learning until there mastered certain skills or content and
given the opportunity to internalized the subject content given by the teacher. Students do
not feel intimidated with the instructions and all the activities during English subject.
In addition, observations of children learning their first language (L1) led to
criticism of structuralist approach to language teaching. Children do not learn language
by having language structures presented to them in particular sequence, nor they drilled
so that they can memorise the structure. Instead, they acquire language by using it
themselves to achieve some purpose. People learning foreign language in non-
instructional settings also learn in a similar manner. These observation led to the view
that second language (L2) learning should be more like first language learning, with little
or no analysis of grammatical rules.
Westwood (1997) states that “effective teaching practices are those which provide
students with the maximum opportunity to learn”. Children learn in different ways and
different rates. Hence, teacher in the one that enable the learning process succeeded
especially in English instruction in ESL environment. Methods, techniques and approach
is our magic tool to expand the knowledge and out students talent in learning English. It
is up to all the teachers out there to reach out and impart the best lesson that they can. All
the research may always change its mechanics, but the fact remains that the changing
wind and shifting sands of time and research are turning the dessert into an oasis.

14. 7.0) REFERENCES
1. Audrey Lim Bee Yoke, Manjitdarjit Kaur, Shanti David. (2004) Integrated Curriculum
For Primary Schools : ENGLISH YEAR 3. Abadi Ilmu Sdn. Bhd. Kuala Lumpur.
2. Barlow, M. (1996) Corpora For Theory and Practice. International Journal of Corpus
Linguistics 1,1.
3. Brown, H.Douglas. (1994) Principles of Language Learning and Teaching. New York
: Longman.
4. Ellis, R. and Hedge (1993) Second Language Acquisition Research : How Does It
Help Teacher? New Hamphere. Hinnerman ELR.
5. Huraian Sukatan Pelajaran – Kurikulum Bersepadu Sekolah Rendah – Bahasa
Inggeris Sekolah Kebangsaan Tahun 3. (2003). Kementerian Pendidikan Malaysia.
6. Sukatan Bahasa Inggeris – KBSR (2003). Pusat Perkembangan Kurikulum (PPK).
Kementerian Pendidikan Malaysia.

16. PICTURES DURING THE LESSON
Set Induction Activity
Group Task Filling the GO ( Pair Work)
Production Stage ( Writing Task )