linguistic project paper

1. 1029540/TESL3
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PROJECT PAPER
LIST OF WORDS
NO CONCEPT SEMANTIC PROPERTIES
1. march walk, steadily, in step
2. stagger walk, unsteadily, totter
3. grab take, hold, roughly, rudely
4. stare look, see, directly
5. giggle laugh, nervously
6. nap sleep, briefly, snooze
7. chat talk, informal, glibly, friendly way
8. smirk smile, unpleasantly,
9. yell shout, talk, loudly
10. scribble write, quickly, carelessly

2. 1029540/TESL3
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LESSON PLAN
Day : Monday
Time : 8.35 a.m. – 9.05 a.m.
Class : 6A
Enrolment : 31/ 31
Subject : English
Theme : World of knowledge
Topic : Grammar - verbs
Skills : Listening, speaking, reading, writing
Learning : By the end of the lesson, students should be able to:
outcomes - say aloud verbs introduced
- match verb to the correct picture
- fill in the blanks with the correct verb
Activities : Set induction
- Show picture cards showing specific actions.
- Call out students at random to name the action in the pictures.
- List down students’ answers on the whiteboard.

3. 1029540/TESL3
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: Content development
- Write the day’s topic on the whiteboard.
- Introduce new verbs and explain the semantic properties.
- Drill the students with the verbs.
- Display picture cards again and call out students to give the correct verbs.
- Compare students’ earlier answers on the whiteboard with the new answers.
- Give tokens to those who answered correctly during the set induction.
- Distribute worksheet related to the topic and explain the instruction and the
exercise to the students.
: Conclusion
- Get 5 students at random to restate any of the verbs and their semantic
properties.
- Play hokey pokey song.
- Sing and do the actions in the song together with the students.
Vocabulary : march, stagger, grab, stare, giggle, nap, chat, smirk, yell, scribble

4. 1029540/TESL3
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REPORT
From my observation, I could see the students were excited to learn this topic and could
accept it especially when I introduced the semantic properties. Since 6A is the first class, the
students gave full co-operation and attention to my lesson. They found the lesson was interesting
and they learnt something new. Most of them seemed to understand the words introduced and
could accept my explanation even though some seemed to be confused.
A few students did not understand why they have to use the word introduced. One student
asked why he has to use the word stagger instead of walk since the semantic properties is walk.
He was quite confused. Same thing went to the other few students. Here I played my part by
explaining the semantic properties to them. After the explanation, they understood better even
though I could see some were still not clear and just nodded their heads.
To me it is possible to incorporate the semantic properties as part of my teaching but it is
not as easy as ABC. I really have to prepare myself in order to face the students’ reaction and
need to get ready to explain and answer their questions. The method used in introducing the new
words is also good for the children to know the actual meaning of the word and at the same time
they learn new thing.
The students admitted that they found it difficult to understand the method at the first
place and everything seemed to be better and clearer after the explanation and the examples
given. This may be due to the words which do not have synonym in Bahasa Malaysia (BM). I
noticed most of the students tried to understand the word by translating the semantic properties
meaning to Bahasa Malaysia. This happened because they do not have wide range of English
vocabulary.

5. 1029540/TESL3
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To utilize this method and to make it successful, learners’ background is also important
in order to make them understand. Students who are good in English or from English speaking
family do not face much problem in understanding the lesson and method but those who are
weak in English are in difficulty. This is because they never heard the words introduced and do
not understand the meaning. The teacher needs to work extra harder in order to explain the
method and to make them understand.
On top of everything, to understand semantic properties and its method are really
challenging not only for the students but also the teacher.