The APEC-SEAMEO (RELC) International Seminar

Language Applications in Lesson Study Track

SEAMEO Regional Language Centre, Singapore
19 – 21 April 2010

Teaching Comparative Adjectives

(Year 3 English)
in a Malaysian
classroom: Lesson
Study Project
Dr. Chin Mei Chin
Curriculum Development Division
Ministry of Education, Malaysia
  
Ms Kwa Jin Nee
Taman Putra Perdana National Primary School
Selangor, Malaysia
 OVERVIEW OF PRESENTATION

 Introduction

 Project Procedure

 Project Experience

 Reminders for Future Lesson Study Projects

 Introduction
• Teaching Comparative Adjectives (English Language)
• Government primary school
• 1 researcher (MOE) and 3 English language teachers
• Feb - March 2010
• Research Methodology:
- Group Discussion
- Classroom Observation
- Document Review
• Instrument:
- Classroom Observation Form
- Reflection Notes Guide
• Sample: Three Year 3 Classes (age 9)
- 3 Merak & 3 Merpati: Ms Kwa Jin Nee
- 3 Kelicap: Ms Norazian Mat Anuar
 Project Procedure

3 Teachers Researcher
25 Feb 2010
Discussion on the lesson study project and
lesson plan for the project
26 – 28 Feb 2010
Write lesson plan (LP1) and prepare teaching
and learning materials - Ms Kwa Jin Nee
 2 Mac 2010
- Use the lesson plan (LP1) for Class 3 Merak
- Observe lesson using a classroom observation form

- Analysis and
discussion of lesson
- Revision of lesson
plan and
materials
- Write reflection
 3 Mac 2010
- Use revised lesson plan (LP2) for Class 3 Merpati
- Observe lesson using revised observation form

- Analysis and
discussion of lesson
- Revision of lesson plan
and materials
- Write reflection notes
 4 Mac 2010
- Use revised lesson plan (LP3) for Class 3 Kelicap
- Observe lesson using revised observation form

- Analysis and discussion

of lesson
- Write reflection notes
- Share lesson plan (LP3)
with other teachers
Project Experience
Lesson Plan
 Lesson Plan
Year: 3 [9-year olds]
Topic: Sea Creatures [Comparative Adjectives]

Goals: i. to understand and follow simple instructions such as

‘blow’, ‘start’, ‘stop’
ii. to understand the concept of comparative adjectives
iii. to perform a simple chant

LOs: 1.4.2 Listen to and follow simple instructions to do something or

make something
2.1.5 Chant rhymes and sing songs pronouncing words clearly
2.4.3 Recite simple poems and sing songs with expression and
appropriate gestures
3.2.1 Recognise and read out whole words
3.6.4 Pick out words that show comparison
Set Induction
GROW!
i. 4 pupils are asked to blow balloons
ii. Comment on the activity using comparative
adjectives
[e.g. size of the balloons]
Presentation [Activity 1]
Vocabulary exercise

i. Some pupils will be given picture cards which they have seen in
previous lessons
ii. Each of them will take turns to show their picture cards to their
classmates and name the sea creatures on each card
Presentation [Activity 2]
I Am…..
i. Narrate a dialogue between two sea creatures using figurines.
Pupils listen.
ii. Question and answer session pertaining to comparative
phrases.
Presentation [Activity 3]
Comparative Adjectives
i. Put up sentence patterns containing comparative adjectives.
ii. Explain concept:
- adding ‘-er than’
- doubling last letter and adding ‘-er than’
Production
Chant: I Am…..
i. Put up chant. Recite and pupils follow.
ii. Divide pupils into two groups. Groups to chant the
dialogue.
Closure
Comic Strip: I Am…..
i. Pupils complete the comic strip of the dialogue ‘I
Am….’
Improvements
 Lesson Plan
Year: 3 [9-year olds]
Topic: Sea Creatures [Comparative Adjectives]

Goals: i. to understand and follow simple instructions such as

‘blow’, ‘start’, ‘stop’
ii. understand
to know the concept
different forms ofofcomparative
comparativeadjectives
adjectives
iii. to perform a simple chant

LOs: 1.4.2 Listen to and follow simple instructions to do something or

make something
2.1.5 Chant rhymes and sing songs pronouncing words clearly
2.4.3 Recite simple poems and sing songs with expression and
appropriate gestures
3.2.1 Recognise and read out whole words
3.6.4
4.3.2 Pick out words
Complete thatwords
missing show in
comparison
simple texts such as instructions,
directions, descriptions, rhymes, stories and other texts
[with guidance in the form of words and pictures]
Presentation [Activity 3]
Comparative Adjectives
i. Put up sentence patterns containing comparative adjectives.
ii. Introduceconcept:
Explain different forms of comparative adjectives:
- adding ‘-er than’
- doubling last letter and adding ‘-er than’
- replacing last letter ‘y’ with ‘-ier than’
Teaching Material

Sentence Cards

Size of sentence Size of improved

cards used in the sentence cards in
first lesson subsequent lessons
Reflections
 Ms Kwa (conducted LP1 & LP2 and observed LP3)
 
It was very useful to have input from the observers [my
colleagues and the researcher] to better improve my
lesson plan. This lesson study project could save teachers’
time as the prepared teaching aids and worksheet can be
shared. I also discover that this Lesson Study method
has afforded me an opportunity to think deeper about my
own teaching strategy and methodology. In the course of
discussing with my colleagues, I was able to come up with
ideas to improve on my class instruction, strategy, etc.
In a way, lesson study provides professional upgrading
for each individual as we are able to learn from each
other informally.
 Ms Norazian (conducted LP3 and observed LP1, LP2)

I am very happy and delighted to be involved in

this lesson study project. I learnt new teaching
strategies and skills during the first and second
observations. The group discussions help me to
adapt and produce new ideas in teaching to
make the lesson more interesting. It is also
good input for teachers as they can sit together
and discuss better solutions for teaching
difficult topics.
 Ms Nor Azura (observed LP1, LP2 & LP3)
Frankly, I had significant reservations as the process began.  We
were three teachers who had never worked together in terms of
teaching.  I thought it unlikely that we would be able to create and work
effectively toward a common goal.  I also questioned whether we would
have enough of a common frame of reference to offer useful feedback
to each other. We began with a rather fitful attempt at goal-setting.  At
first, this activity felt hopeless but in retrospect, it was in fact the
perfect way for us to begin.  As we talked of our dreams for our pupils
and the gaps that prevented their fulfillment, we were getting to know
each other.  This discussion allowed each of us to share our visions and
frustrations, and it became apparent that despite our differences we
had a great deal in common.  What seemed like something of an
aimless, philosophical discussion actually created the beginnings of the
common ground from which we could work together.  We also created a
pretty good goal - one that each of us found worthwhile and that we
were willing to extend ourselves to achieve. Clearly, the value of lesson
study is primarily in the process, the creating, the professional dialogue,
and in looking at a broader picture of what we do as teachers.
Reminders
• One standard lesson plan may not be
workable for all classes. A teacher would
still need to adopt and adapt activities in the
lesson to suit the needs of the pupils in the
class.

• Lesson Study is a continuous learning process

as it gives an opportunity to participating
teachers to emulate each other’s strong/good
qualities in teaching.

• The Lesson Study method affords flexibility

in using the lesson plan.
Thank you