ACTION RESEARCH PROPOSAL TITLE: DEVELOPING VOCABULARY SKILLS AMONG GRADE V PUPILS OF LAZARO FRANCISCO ELEMENTARY SCHOOL‚ S.Y. 2013-2014 I. INTRODUCTION English is a language that acts as agent in binding people all over the world. In our present condition where we face unprecedented opportunities brought about by challenges of the new millennium‚ Filipinos found it essential to learn English as a key tool to compete internationally in the field of employment and service.
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better English on both spoken and written‚ the most valuable gifts offered the pupils is pronunciation. However‚ as a teacher‚ sometimes it is a bit difficult in contributing this particular gift. It can be a challenge to the teachers when they face the problems such as the pupils’ pronunciation habits are not easy to change and it is also hard to understand and make a correction of the wrong pronunciation made by the pupils themselves. A consideration of learners’ pronunciation errors and of
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Enterprise College. The report will also look at how teaching has promoted the learning of pupils and how the scheme will affect future teaching practice. 2.0 The school Batley Business and Enterprise College is an 11-16 community comprehensive school with strong links to post 16 colleges in the locality. The College provides a wide-range of curriculum activities that aims to meet the needs of the pupils regardless of ability‚ background or culture. The last OFSTED inspection in 2003 found that
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HOM.) Set Induction +5 minutes Sing Along Song: My Loved Ones (Tune of “I Love You” by Barney. ) Recap of previous lesson 1. Teacher plays a song. 2. Pupils listen to it and sing along with action. 3. Teacher recaps previous lesson. To set the mood and mentally prepare pupils for the lesson. To activate pupils’ previous knowledge of the words learnt in previous lesson Teaching aids: 1. Video clip of the song 2. Lyrics of the song Presentation +10 minutes
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solving mathematical word problem involving addition and subtraction for 4 Amal pupils. The techniques used for data collection were pre test‚ post test‚ questionnaire‚ observation and clinical interview. The data obtained was analyzed quantitatively and qualitatively
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at least 80% in the UPSR examination | Pupils show improvement in their vocabulary and sentence structures | The pupils are more confident in answering the questions. | 80% of the pupils show improvement | Average pupils (2) | Mentor and Mentee’ program | Every Tuesday and Thursday (2.30 p.m.-3.30 p.m.) | Year 6 English Teacher | To achieve minimum Grade C in the UPSR examination | The pupils can construct sentences with minor mistakes | The pupils are more concern and careful when answering
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DRAF KEMENTERIAN PELAJARAN MALAYSIA KURIKULUM STANDARD SEKOLAH RENDAH BAHASA INGGERIS SK TAHUN SATU & DUA 2011 DOKUMEN STANDARD KURIKULUM STANDARD SEKOLAH RENDAH (KSSR) MODUL TERAS ASAS BAHASA INGGERIS SK TAHUN SATU & DUA BAHAGIAN PEMBANGUNAN KURIKULUM Cetakan Pertama 2011 © Kementerian Pelajaran Malaysia Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel‚ ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara
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MULTIGRADE STUDENTS Abstract: An action research was performed with the main aim of investigating ways of improving multi-grade school pupils conceptual understanding of multiplication. 26 pupils in multi-grade class participated in this action research project. This action research involved pupils in answering pre-test and post-test on multiplication. Pupils also reflected on their progress and the success of their studying strategies. The revise teaching of multiplication was integrated with
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Contents I. Introduction……………………………………………………………3 II.Chapter I. Theoretical basics of teaching speaking pupils of junior form 1.1……… The most common difficulties in speaking and auding………….4 1.2……… Psychological characteristics of speech………………………….8 1.3………. Linguistic characteristics of speech…………………………… 10 1.4………. Prepared and unprepared speech……………………………….12 1.5………. Mistakes and how to correct them……………………………..14 Chapter II. Speaking in teaching practice
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to monitor and assess how each pupil is progressing and report this information back to other staff and parents or carers. The teacher will plan the lessons and schemes of work that will set out clear intentions so that the childrens’ progress can be monitored. At RAAS our teachers always have the lesson title and learning objective on the board and this enables both the children and LSA to be aware of what the content of the lesson is and also what is expected
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