World of Knowledge Lesson Plan

7/27/2019 World of Knowledge Lesson Plan

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A.Lesson Plan Description

CLASS : 1 DAHLIA

FOCUS : LISTENING & SPEAKING

THEME : WORLD OF KNOWLEDGE

TOPIC : SOUND AROUND US

TIME : 60 MINUTES

VOCABULARY : MEOW, MOO, QUACK, TWEET.

CONTENT STANDARD:

1.1 By the end of the 6-year primary schooling, pupils will be able to pronounce words and

speak confidently with the correct stress, rhythm and intonation.

LEARNING STANDARDS:

1.1.1 Able to listen and respond to stimulus given with guidance :

a) environmental sounds

f) voice sounds

1.1.4 Able to talk about a stimulus with guidance.

LEARNING OBJECTIVES:

Pupils will be able to

1.Guess the sound.

2. Pupils mimic the sound.

3. Pupils make the sound of the picture shown.


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TEACHING RESOURCES: Recorded sounds , pictures, picture cards, worksheet.

MORAL VALUES : Creativity

THINKING SKILLS : Identifying


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Phase / Time Teachers Role Pupils RoleLearning

Standards

1. Preparation Phase

1.1 Observation

(5 minutes)

1.Teacher asks students to make

the sound of the animal that they

know.

Questions posed by the

teacher:

a) Make the sound of the animal

that you know.

1. Pupils answer questions

posed by teacher.

1.1.4 Able to tal

about a stimulus

with guidance.

1.2 Analysis

( 10 minutes)

1. Teacher asks the pupils to

listen to the sound of the

animal.

2. Teacher asks pupils to imitate

the sound.

1. Pupils listen to the sound of

the animals

2. Pupils imitate the sound of

each animal.

.

2. Imagination Phase

2.1 Creating Idea

(10 minutes)

1. Teacher ask a few pupils to

make the sound of the animals

while others guess the animals.

2. Teacher ask a few pupils to

guess the animals.

1. Some pupils make the sound

of the animals.

2. Some pupils guessing the

animals.

2.2 Synthesizing

Idea

(10 minutes)

1.Teacher show pupils pictures

of animals and tell them the

names of the animals

2. Teacher ask the pupils to

repeat the name of the animals.

1. The pupils look at the picture

of animals.

2. The pupils repeat the name of

the animals

Drill and practice

3. Development

Phase

3.1 Adoption and

Adaptations

(5 minutes)

1. Teacher asks pupils to

think of any other sounds

that they know other thananimals for example vehicles

and objects.

Questions posed by the

teacher:

a. Are there any other sounds ?

b. How is the sound of the car?

c. Make the sound?

1. Pupils think of the sound

that they know and make

the sound.

3.2 Evaluation 1.Teacher distributes 1. Pu ils finds and match the Reinforcement :


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CATMEOW-MEOW

DOGBOW-WOW

BIRDTWEET-TWEET

DUCKQUACK-QUACK


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TIGERGRRR-GRRRR

COWMOO-MOOB. Discussion Of One Learning Theory With Reference To The Lesson

Plan.

Behaviorism is a theory of learning based upon the idea that all behaviors are acquired

through conditioning. Conditioning occurs through interaction with the environment. According

to behaviorism, behavior can be studied in a systematic and observable manner with no

consideration of internal mental states. Behaviorism is based upon observable behaviors, so it is

easier to quantify and collect data and information when conducting research. The founder of this

theory is John B. Watson but later further constructed by Ivan Pavlov, John Thorndike and B. F.Skinner.

This lesson plan was based on behaviorism learning theory. The lesson begins in

preparation phase by asking to the pupils make the sound of the animal that they know. In a way,

it is encouraging pupils to make connections between their prior knowledge and the new

situations.. The pupils have knew some of the animal sounds, thus, there are encourage them to

relate what they have knew. This is in line with the concept of behaviourism where learning

occurs whenever a person is able to make connections between his or her previous knowledge

with the new learning process (Mok Soon Sang, 2008).


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In the second step during analyzing the teacher asks pupils to listen to the sound of

animals. After that the pupils imitate sounds of animal and practice what they hear. Lightbown

and Spada argue that children acquire language as fast as they hear more and more from the

environment, and receive more reinforcement, so when children start to select what they hear

that mean they started to realize the concepts of the language which they are learning. Lightbown

and Spada indicates that behaviorists consider that language learning process is "imitation,

practice, reinforcement (or feedback on success) and habit formation". Crystal (1992), points out

that language acquired by imitation and reinforcement, in this operation learners of language

imitate the environment around them, and by practice what they hear constantly, they achieve

habits in that language. Crystal indicates that the quality of the habits, which transfer from the

first language to the second language through the learning process affect the results of the

learning process positively or negatively. Crystal illustrates that if the habits from first language

are well match to the second language that called positive transfer, but if the habits from the first

language make mistakes in the second language that called negative transfer. On the other hand,

crystal shows that imitation only insufficient because learners from time to time will face new

concepts, so they have to understand and realize unfamiliar utterances.

While synthesizing pupils idea, drills and practices technique were used to make sure the

pupils remembered the animals name. Drill and practice is a behaviorist aligned technique in

which students are given the same materials repeatedly until mastery is achieved. The pupils are

shown a flash card containing an animals picture, they are asked to repeat the name of the

animals . Sammons (2010) states that drill and practice strengthen the exhibition of desired

behaviour. In order to make pupils master the name of the animal, the pupils were asked to keep

on repeating the name of the animals. This will make sure the pupils master each lesson taught

before moving on to the next lesson.

Throughout the lesson plan, the teacher also applies the usage of reinforcement.

Reinforcement technically means the process or technique which uses the reinforcer or stimulus

to strengthen and sustain the relevant responses. Behaviorism uses a system of rewards and

punishments to cultivate wanted behaviors and diminish unwanted behaviors, respectively


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(Laureate Education, 2010).. As for punishment, the positive punishment were used to put a stop

on certain unpleasant behaviour made by the pupils. For instance, giving a warning gesture to

pupils who keeps on disturbing his friend while the teacher is explaining in front. As for reward,

the pupils that are able to answer the questions correctly will receive compliment such as Huda,

you are so smart! and Excellent! Good!. Besides, the pupils will be ask to give applause.

These types of positive reinforcement motivate the pupils to answer more questions correctly in

the future since they know that they will be given rewards. In other words, reinforcement

strengthens behaviour and punishment weakens it. The teacher uses these two concepts of the

Operant Conditioning in the teaching and learning process.

Mergel (1999) declares that behaviourism focuses on a new behavioural pattern being

repeated until it becomes automatic. Reinforcement by way of repetition is also used by the

teacher during the English lesson. The teacher asks the pupils to repeat when pupils are making

mistakes in naming the animals. The teacher will repeat the words a few times before asking the

pupils to repeat. To make it more effective, the teacher will point out a few pupils who have

problem in naming the animlas. This is in line with Skinners Operant Conditioning Theory in

teaching and learning as stated by McLeod (2008) where a newly learned skill or technique ought

to be given continuous reinforcement. This is mainly proposed so that the new learned skill can

be strengthened and sustained. As for the lesson, repetition is done so that the pupils will know

and remember the correct way to remember certain names of the animal and will make lesser

mistakes in the future.

In conclusion, behaviourism is one of the vitally important learning theories in the

learning process of an individual. Behaviorist theories of learning can be easily found in most

classrooms, particularly in the form of practice worksheets, drills and homework. In

Behaviorism, role of imitation, repetition, reinforcement and reward is very important inlanguage learning. If a response is reinforced it will be repeated and becomes the part of the

behavior. However, despite all the advantageous benefits that one can gain by applying this

theory, one should remember that sometimes behaviourism is not applicable in certain situations.

Pupils who are given punishment may continue the unpleasant behaviour since they know that by

doing that, they will get the teachers attention. Thus, teachers should not solely focus on


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drilling, practices and reward and punishment, but may as well apply other learning theories in

the teaching and learning process so that the lesson is more varied and interesting.

REFERENCES

Books

1. Ee Ah Meng (1994). Siri Pendidikan Perguruan: Psikologi dalam Bilik Darjah. KualaLumpur, Fajar Bakti.

2. Azizi Yahaya; Asmah Suboh; Zurihanmi Zakaria; Fawziah Yahya (2005). Aplikasi Kognitifdalam Pendidikan. Kuala Lumpur : PTS Professional Publishing.

Internet

1. http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism . Accessed on 18th of April 2012

2.http://www.articlesbase.com/languages-articles/how-is-language-learnt-1805465.html .

Accessed on 18th of April 2012
http://projects.coe.uga.edu/epltt/index.php?title=Behaviorismhttp://www.articlesbase.com/languages-articles/how-is-language-learnt-1805465.htmlhttp://projects.coe.uga.edu/epltt/index.php?title=Behaviorismhttp://www.articlesbase.com/languages-articles/how-is-language-learnt-1805465.html

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World of Knowledge Lesson Plan