VOCABULARY
ACTIVITY
YEAR
2
"MY CLASSROOM" BENEFITS
YEAR 2 Mawar Provide knowledge to the students
of the classroom objects around
materials them.
Enables the students to recognize
Flashcards and remember the classroom
objects.
Song JUSTIFIACTION (THE USE
Worksheet OF MATERIALS & activity)
OBJECTIVES The Matching Word is an enjoyable
way to assess an initial
To teach students the common
names of objects in a classroom. understanding of words and
To enhance students' vocabulary. concepts(Allen 2006).
To allow students to recognize
letters. Flashcards are clear and colorful, and
they can have a positive effect on
the visual learning process of the
students (Gelfgren, 2012).
Songs are “especially good at
introducing vocabulary because
songs provide a meaningful context
for the vocabulary (Griffee, 1992)
steps Worksheet can encourage students’
interest if the worksheet arranged
1. Teacher plays "School Supplies Song" and systematically and can growth
follows the actions in the song with the students’ motivation to learning
students. and curiosity (Endang, 2008)
2.Teacher teaches examples of objects in a links to the materials
classroom using flashcards.
https://youtu.be/hjFaqDNUVFo
3. Students will repeat the words after the
teacher. https://wordwall.net/play/21548/023/901
4. Teacher will provide a link to the "Match the https://drive.google.com/file/d/1Kx29RtrUWr
objects worksheet". aWV-UiolKKs1aTVefOmxO_/view?
usp=sharing
5. Students will work individually to complete the
activity.
6. Teacher will discuss the answers with the
students.
MATERIALS
"SCHOOL SUP
PPLIES SONG"
FLA
ASHCARDS
bag desk
pencil scissors
chair whiteboard
notebook ruler
eraser glue
crayons bookshelf
lunchbox water
bottle
painting brush clock
WORK
KSHEET
JUSTIFICATION OF THE
ACTIVITY AND THE
MATERIALS USED
Justification for the Activity and the Use of Materials
1.0 Introduction
Vocabulary plays a substantial role in language learning because proficiency in a
language depends on the knowledge of vocabulary that a person holds up. Vocabulary is also
essential for effective communication to take place. Similarly, (Rohmatillah, 2017) expresses that
without learning the vocabulary communication in the second language becomes difficult. Thus,
adequate vocabulary is significant for primary school learners to communicate in English
confidently. Without vocabulary, the learners will be demotivated to use the language (Richards
& Renandya, 2002). The following paragraphs will be examining the cogency of a vocabulary
activity which is “Let's Learn the Vocabulary of a Classroom” for year two pupils during English
lesson.
2.0 Effectiveness of the Vocabulary Activity and the Materials Used
The “Let’s Learn the Vocabulary of a Classroom” activity is concentrating on learning the
vocabulary of a classroom. For example, pupils learn the names of classroom objects, which they
can find in a classroom. This is to aid the pupils to be able to name the objects around them in
the classroom correctly. This is one of the strategies to enhance the vocabulary of pupils and at
the same time to encourage them to communicate effectively in English especially when they are
talking to their friends about their classroom.
In this activity, the first step is the teacher will be introducing a "School Supplies Song"
from YouTube. This song will be a good onset to introduce the names of the classroom objects
because the teacher will use the Total Physical Response (TPR) method by asking the pupils to
follow the actions exhibited in the video. For instance, students will be picking up the pencil and
write their names on paper and find the objects displayed in the video and touch them. When
teaching young learners, TPR can be relatively beneficial as it responds favorably to their
inclination to learn best by developing listening instructions and follow the actions. Therefore,
integrating this action song at the beginning of the activity will engage the pupils and also prepare
them to contribute actively in upcoming learning sessions. In addition, learners are not required
to speak while performing actions, which makes TPR stress-free and suitable for teaching
beginners, either young learners, teenagers, or adults (Asher 2007). Also, the use of songs at the
beginning of this activity can be really effective for the children to comprehend the vocabulary
shown in the video. Similarly, (Griffee, 1992) proclaiming that songs are “especially good at
introducing vocabulary because songs provide a meaningful context for the vocabulary.
As the next step of the activity, the teacher will provide some input to the pupils by teaching
examples of the objects in a classroom using flashcards. The pupils are expected to repeat the
words presented on the flashcards after teacher so this will certainly help the pupils to learn the
correct pronunciation of the words and remember the spelling of the words as well. In addition,
flashcards can be a great material that can make the learning process more productive. This is
because it contains visuals which can increase the enthusiasm of learning for the pupils. This is
supported by research done by (Gelfgren, 2012) asserting that flashcards are clear and colorful
and they can have a positive effect on the visual learning process of the students. Teacher will be
proceeding with the next step of the activity which is testing the understanding of the pupils
through a matching words digital worksheet. This is because Matching Word is an enjoyable way
to assess an initial understanding of words and concepts (Allen, 2006). Teacher will provide a link
for all the students and asks them to complete the worksheet by matching the objects correctly to
the names of the objects. The use of a worksheet in this activity can encourage students’ interest.
Also, (Endang, 2008) insisting that if the worksheet is arranged systematically and it can develop
students’ motivation to learning and curiosity.
4.0 Conclusion
In conclusion, the “Let’s Learn the Vocabulary of a Classroom” activity can be a great
activity to introduce names of common classroom items and building pupils’ vocabulary in the
process. This activity is also an engaging activity for the pupils because various materials like
song, flashcards, and worksheet have been incorporated throughout this activity.
References
Allen, J. (2006). Words, words, words: Teaching vocabulary in grades 4–12.
Portland: Stenhouse Publishers.
Asher, J. (2007). TPR: After forty years, still a very good idea.
http://www.tpr-world.com/japan-article.html
Endang Widjajanti. (2008). Kualitas Lembar Kerja Siswa.
http://staff.uny.ac.id/system/files/pengabdian/endang-widjajanti-lfx-dr/kualitaslks.pdf.
Gelfgren, Veronica (2012). Fun with Flashcards: 150+ Ideas for using flashcards in the classroom.
Griffee, T. Dale. (1992). Songs in Action. New York: Phoenix ELT
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of
Current Practice. Cambridge: Cambridge University Press
Rohmatillah, R. (2017). A Study on Students’ Difficulties in Learning Vocabulary.
English Education: Jurnal Tadris Bahasa Inggris, 6(1), 75-93.
JUSTIFICATION OF THE
ASSESSMENT TOOL
Justification for the Assessment Tool: Checklist
1.0 Introduction
Assessment is a fundamental part of the educational process. Traditionally assessment is
aimed at finding out and record on what has been learned thus its connection with classroom
activities. Assessment is also utilized in ‘selecting, controlling or motivating students, and to
satisfy public expectations as to standards and accountability (Biggs, 2003). The following
paragraphs will be examining the effectiveness of the checklist as an assessment tool for year
two pupils during English lessons.
2.0 Assessment Tool: Checklist
An assessment instrument is a tool that is used to collect data for each outcome (Wiggins,
1998). One of the assessment tools that I have integrated into this coursework is a checklist to
assess the year 2 students on one of the literacy skills which is vocabulary. A checklist provides
a method for evaluating the presence or absence of skill, behavior, or mastery in a student and is
generally formulated as “yes” or “no” questions.
3.0 Effectiveness of Checklist
I have chosen a checklist because a checklist can be utilized to examine the materials
that I included in my teaching. For example, evaluate the visuals, songs, and worksheets that are
incorporated in my teaching. This is to make sure that the materials that I use are suitable and
relevant for the lesson and also to make sure that pupils are encouraged to learn better through
the teaching aids. Similarly, (Hosie & Schibeci, 2005) asserting that checklists are used in
evaluating materials. Besides that, I am using the checklist to identify the strength and
weaknesses of my activity. For example, I have chosen a checklist to know the strength of my
vocabulary activity and also the weakness of my activity so that I could discover other methods
and approaches to use in my upcoming teaching lessons. This is supported by research done by
“(Gawande, 2009)” asserting that the Checklist Manifesto is the way of How to Get Things Right.
Other than that, a checklist aid me to keep track of my pupils’ behavior throughout this activity.
For instance, I can evaluate student’s confidence in trying to answer the worksheet, the
cooperation between the pupils in completing the group tasks, and also the ability of the pupils.
This is because if my pupils’ behavior is getting out of control like they resist collaborating with
their peers and disobey my instructions, I can implement practical interventions based on my
pupils’ behavior before my upcoming lessons with them.
4.0 Conclusion
In conclusion, a checklist is one of the effective tools in assessment. To make sure that
an effective teaching and learning process takes place, a checklist can be used as an evaluation.
References
Biggs, J. (2003). Teaching for quality learning at university. Berkshire: Open University Press.
Gawande, A. (2009). The Checklist Manifesto – How to Get Things Right.
New York: Metropolitan Books,
Hosie, P., Schibeci, R., & Backhaus, A. (2005). A framework and checklists for evaluating online
learning in higher education. Assessment & Evaluation in Higher Education, 30(5), 539-553.
Wiggins, G. (1998). Educative Assessment. Designing Assessments to Inform and Improve
Student Performance. San Francisco: Jossey-Bass Publishers.
ASSESSMENT
TOOL
Checklis
Name: ______________________________
Class: ______________________________
TOPIC:
Based on all the criteria listed below for each section, please
SECTION A: EFFECTIVENESS OF TEACHING MATERIALS
Criteria
1. The material is well designed.
E.g. colourful, clear audio, and attractive visuals.
2. The materials are interactive.
3. The materials are easily accessible.
E.g. the link/button is working.
4. The materials is suitable for year 2 pupils.
E.g. the commands are easy to follow.
5. The materials encourage and support active participat
E.g. allows sharing and collaboration.
st Form
tick (/) to indicate your view. Maybe No
S
Yes
tion.
SECTION B: EFFECTIVENESS OF THE TEACHING STEPS
PROCEDURES
1. Teacher play “School Supplies Song” from the YouTu
contains the vocabulary to be learnt).
2. Teacher present flashcards which contain example of
classroom.
3. Teacher provide a link to “Matching the objects” works
4. Pupils work individually to complete the worksheet.
5. Teacher discuss the answers together with the studen
SECTION C: PUPILS BEHAVIOURAL CHECKLIST
Pupils Behavioural
Interest
● Pupils participate actively in learning.
● Pupils respond to teacher’s question confidently and p
● Pupils show confidence and excitement before lesson
S Yes Maybe No
ube (which
f objects in a
sheet.
nts.
Checklist Tick (/)
Yes No
passionately.
n.
● Pupils show confidence and excitement during the les
● Pupils show confidence and excitement after the lesso
Individuality
● Pupils take initiative to complete the worksheet given.
● Pupils asks question when they do not understand.
● Pupils complete the worksheet on time.
Communication
● Pupils tolerates with others on a particular matter.
● The activity encourage pupil to communicate.
● Pupils interrupts politely in conversation.
Critical Thinking
● Pupils use the knowledge gained from the presentatio
● Pupils recall back the spelling of the words to match th
sson.
on.
.
on to complete the given worksheet.
he objects correctly.
BY: THEVAATHARANI JEGATHESAN