Writing the lesson plans is important in conducting lessons to students. I have experienced the same difficulties as most trainee teachers confront. Here is some of the lesson plans that I would like to share with all my fellow friends especially for those who have not prepare the lesson plans for the practicum session. I hope the lesson plans will be helpful to you.
Form : 4 (Advance)
Date: ______________
Date: ______________
Subject : English
Time : 1 hour
Time : 1 hour
Theme: People
Topic: QWERTYUIOP
Language Skills: Listening and Speaking
General Objective:
To introduce the plot of the short story “QWERTYUIOP” to the students
Learning Outcomes:
At the end of the lesson, students should be able to
1. Identity the plot of the short story “QWERTYUIOP” in classroom discussion.
2. Present in groups the plots of the story through interesting ways.
Moral Values: Co-operation
Educational Emphasis:
1. Knowledge Acquisition
2. Thinking Skills - CCTS
Instructional Aids: Chalk & Blackboard, picture.
Language Content: Nouns, Adjective & Verb
Previous Knowledge:
Students have been exposed to the synopsis of the short story “QWERTYUIOP”.
Reference: 1. A Collection of Poems, Short Stories & Drama ( Form 4 to 5),
2. Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah
Teaching Procedure :
Stage | Instructional Activity | Learning Activity |
Set Induction (10 minutes) | 1. Teacher greets the students and asks them to get ready for the lesson. 2. Teacher refreshes the students’ memory about the previous lesson. 3. Teacher introduces the lesson to the students. | Students get ready for the lesson. Students respond to teacher. |
Development Activity 1 (20 minutes) Activity 2 (20 minutes) | 1. Teacher asks these questions to the students: a. What is plot? b. What are the elements of a plot? 2. Teacher discusses the plot of the short story “QWERTYUIOP” with students. 3. Teacher writes on the board the gist of their discussion. 1. Teacher asks students to form five groups. 2. Teacher explains that every group has to present one element of the plot in an interesting way. 3. Teacher demonstrates the activity: teacher recites a poem that explains the exposition of the story. 4. Teacher assigns every group with one element of the plot. 5. Teacher asks students to start the discussion. 6. Teacher asks students to present their works. | Students respond to teacher. Students get into their groups. Students listen to teacher’s explanation. Students watch teacher’s demonstration. Students start the discussion. Students present their works. Other groups pay attention to the group that are presenting. |
Conclusion (10minutes) | 1. Teacher asks one representative of each group to summarize what they have learnt throughout the lesson. 2. Teacher concludes the lesson. | Students summarize the lesson. Students listen to teacher’s explanation. |
Follow-up Activity:
Teacher asks students to write a paragraph about their own solutions to stop the ghost’s intrusion.
Form : 4 Bestari (Intermediate) Date : ____________
Subject : English Time : 8.45 – 9.20 a.m.
Theme: People and Values.
Topic : Gulp and Gasp.
Language Skills : Reading.
General Objective:
To improve students’ understanding on the drama of ‘Gulp and Gasp’
Learning Outcomes:
At the end of the lesson, students should be able to
1. Correct the factual errors in the sentences given based on ‘Gulp and Gasp’.
2. Rearrange the sentences based on the sequence of events that happens in ‘Gulp and Gasp’ in pairs.
3. Answer the questions based from the extracts of ‘Gulp and Gasp’.
Moral Values : Love, kindness and gratitude.
Educational Emphases: Thinking skills and Learning how to Learn Skills.
Instructional Aids:
- Chalk
- Note on ‘Gulp and Gasp’.
- Exercise handouts
- Scheme of answers.
Language Content : Adjectives and nouns.
Previous Knowledge:
Students have learned about the drama of ‘Gulp and Gasp’ in the previous class.
References :
- Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah Bahasa Inggeris (Form 4)
- Top Goal English Form 4 Penerbitan Pelangi.
- Literature Component for Secondary Schools: A Collection of Poems, Short Stories, a Drama Form 4 and Form 5 (Gulp and Gasp).
Teaching Procedure:
Stage | Instructional Activity | Learning Activity |
Set Induction (5 minutes) | 1. Teacher greets the students. 2. Teacher asks students to get ready for the lesson. 3. Teacher tells students that they are going to revise on ‘Gulp and Gasp’. | Students get ready. Students respond to teacher. |
Development (7 minutes) (8 minutes) (5 minutes) (5 minutes) | Activity 1 1. Teacher refreshes students’ memory on the ‘Gulp and Gasp’ drama. 2. Teacher starts with introducing the characters: a. Rose b. Percy c. Lord Septic d. Crouch 3. Teacher asks students the brief description of the storyline of the drama that involves all the characters mentioned. 4. Teacher tells students about the setting and asks students to give the information as well. 5. Teacher appoints students to give the characteristics of the characters. 6. Teacher writes on the blackboard. 7. Teacher asks students: a. the themes and b. moral values of the drama. Activity 2 1. Teacher distributes the handout of exercise. 2. Teacher explains to students that the instruction requires the students to make correction on the sentences given and change the fact to the correct ones. 3. Teacher gives students some time to answer the questions. 4. Teacher discusses the answers with students. Activity 3 1. Teacher asks students to turn to the next exercise and work in pairs. 2. Teacher tells students that they need to read the sentences carefully. 3. Teacher explains that students are required to rearrange the sentences according to the sequence from the drama. 4. Teacher asks students to begin. 5. Teacher checks the answers with students. Activity 4 1. Teacher tells students to read the extracts given. 2. Teacher asks students to answer the questions by referring to the extracts. 3. Teacher gives students some time to answer. 4. Teacher discusses the questions with students. | Students respond. Students pay attention. Students recall the storyline learnt. Students involve. Students respond. Students provide the answers. Students pay attention. Students answer the question. Students take note. Students get their partner. Students pay attention to the explanation. Students answer the questions. Students read the extracts. Students answer the questions. Students involve. |
Conclusion (5 minutes) | 1. Teacher appoints students to summarize what they have learnt throughout the lesson. 2. Teacher concludes the lesson. | Students summarize the lesson. Students listen to teacher’s explanation. |
Follow-up Activity:
Teacher provides students with the handouts.
Form : 4 (Intermediate)
Date : __________
Subject : English Time : 1 hour 10 minutes
Theme: Social Issues
Topic : Safety Awareness
Language Skills : Reading and General Objective:
To teach students about the topic “Safety Awareness”.
Learning Outcomes:
At the end of the lesson, students should be able to
1. Answer the questions based on the passage given in pairs as discussed in the classroom.
2. Identify the infinitives used in the passage in groups.
Moral Values : Co-operation and justice.
Educational Emphases:
- Thinking skills
- Values and citizenship.
Instructional Aids :
- Chalk.
- Newspaper articles.
- Exercise on reading comprehension.
- Vocabulary.
- Exercise on infinitives.
Language Content : infinitives
Previous Knowledge:
Students have learnt on how to answer the reading comprehension passage.
Reference :
- 1. English Form 4 Textbook.
- 2. Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah bahasa Inggeris (Form 4).
- 3. Top Goal English Form 4.
Teaching Procedure:
Stage | Instructional Activity | Learning Activity |
Set Induction (5 minutes) | 1. Teacher greets the students and asks them to get ready for the lesson. 2. Teacher asks students to get ready for the lesson. | Students get ready for the lesson. Students respond to teacher. |
Development (15 minutes) (15 minutes) (15 minutes) (15 minutes) | Activity 1 1. Teacher mentions several names and asks students whether the names are familiar with the students. a. Dato’ Susilawati b. Nurin Jazlin 2. Teacher shows students the newspaper articles and discusses the headlines with students. 3. Teacher tells students the topic of the lesson which is “Safety Awareness”. Activity 2 1. Teacher distributes the handouts that consist of the reading comprehension. 2. Teacher tells students briefly that the passage is about the safety that involves children. 3. Teacher assigns students to read the passage. 4. Teacher discusses the content of the passage with students. 5. Teacher asks students to identify the words that have been highlighted. 6. Teacher provides meaning for each of the highlighted words and writes it on the board. Activity 3 1. Teacher asks students to take a look at the questions and answer the questions. 2. Teacher asks students to be in pairs and discuss the answers for each question. 3. Teacher assigns students to answer. 4. Teacher discusses the answers with students. Activity 4 1. Teacher explains the infinitives to students. 2. Teacher asks students to identify infinitives in the passage. 3. Teacher discusses the passage. 4. Teacher asks students to answer the questions relating to infinitives. 5. Teacher gives the answers to students. | Students study the names. Students look at the headlines and involve in the discussion. Students listen to the explanation. Students read the passage. Students involve. Students respond. Students copy the meanings of the words. Students be in pairs and answer the questions. Students respond. Students take note. Students respond. Students join the discussion. |
Conclusion (5 minutes) | 1. Teacher asks one representative to summarize what they have learnt throughout the lesson. 2. Teacher concludes the lesson. | The student summarizes the lesson. Students listen to teacher’s explanation. |
Follow-up Activity:
Teacher asks students to complete the tasks given to them.
Form : 3(Beginner)
Date : _____________
Subject : English Time : 30 minutes
Theme : Environment.
Topic : Everything around us.
Language Skills : Writing and listening.
General Objective:
To enhance students’ knowledge on the use of Articles.
Learning Outcomes:
At the end of the lesson, students should be able to
1. Identify appropriate Articles for the words given to them.
2. Answer the questions on Articles in the classroom before discussing the answers.
Moral Values : Rational.
Educational Emphases: Learning how to Learn Skills.
Instructional Aids :
- Chalk
- Pictures
- Handouts
- Mah-jong paper
- Note on Articles.
Language Content : Articles.
Previous Knowledge:
Students have been exposed to the environment topics.
References :
- English Form 3 Textbook
- Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah Bahasa Inggeris (Form Top Goal English Form 3
- Practice A++ English Form 3, Penerbitan Pelangi
- My Tutor PMR for English.
Teaching Procedure:
Stage | Instructional Activity | Learning Activity |
Set Induction (5 minutes) | 1. Teacher greets the students. 2. Teacher refreshes the students’ memory about the previous lesson. 3. Teacher introduces the lesson to the students. | Students get ready. Students respond to teacher. |
Development (2 minutes) (3 minutes) (5 minutes) (10 minutes) | Activity 1 1. Teacher tells students to look at their surrounding. 2. Teacher describes to students that a. There is a tree. b. The tree is big. 3. Teacher writes the sentences and underlines the articles. Activity 2 1. Teacher introduces articles to students. 2. Teacher gives students some notes and examples to them on articles. Activity 3 2. Teacher asks students to name the objects and the animals in the pictures. a. Elephant b. Monkey c. Igloo d. Book e. Egg f. Tree g. House h. Apple i. Umbrella j. Ant 3. Teacher writes down the names on the blackboard. 4. Teacher asks students to guess the articles (‘an’ or ‘a’) of the words. 5. Teacher writes on the blackboard. Activity 4 1. Teacher distributes handouts to students. 2. Teacher reads and explains the instruction to students. 3. Teacher discusses several questions with students as examples. 4. Teacher assigns students to answer the questions. 5. Teacher asks several students to read out their answers. 6. Teacher corrects students if they give wrong answer. 7. Teacher asks students to continue to answer. 8. Teacher assists students to answer. 9. Teacher tells students that they can submit the exercise if they finish answering. | Students look at their surrounding. Students pay attention. Students listen to explanation and take note. Students study the pictures. Students name the objects and animals. . Students take note. Students guess the article of each word. Students go through the instruction with teacher. Students respond. Students answer the questions. Students give their answer. Students continue answering the questions. |
Conclusion (5 minutes) | 1. Teacher concludes the lesson with students. | Students summarize the lesson. |
Follow-up Activity:
Teacher asks students to complete the task and submit their exercise.
Form : 1
Date : ____________
Level : Advance
Time : 40 minutes
Theme : Values
Topic : Chapter 6 - Making choices
General Objective:
Students should be able to indicate the significant details about the items to buy using the mind map (spider type).
Learning Outcomes:
By the end of the lesson, students should be able to:
- Involve in the discussion and brainstorming in the group activity.
- Explain about the selected ideas and points in the group discussion
- State the reasons of the ideas taken.
Moral value:
- Cooperation
- Making wise decision
Educational Emphasis:
i. Creative and Critical Thinking Skills
ii. Multiple Intelligences (interpersonal)
Previous Knowledge: -
Instructional aids: mah-jong papers, model of spider map, markers and LCD projector and computer.
References:
Chitravelu, N., Sitravelu, N. & Sampan, H (1995). Teaching writing. In ELT Methodology:Principles and Practice. Shah Alam:Fajar Bakti.
Kurikulum Bersepadu Sekolah Menengah: English Form 1. Malaysia: PTS Publications and Distributors Sdn Bhd.
Teaching Procedure
Stages | Instructional Activity | Learning Activity |
Set Induction (Pre- Writing Stage) 5 minutes |
a) What is the video all about? b) What is the product promoted in the advertisement? c) Do you think the advertisement achieves in informing the consumer about the product? d) What are the things to be considered when buying a good? | Students respond to the teacher. Students watch carefully and take note for important points. Students involve in answering and discussing the questions. |
Development (While Writing Stage) 30 minutes (Post Writing Stage) | Activity 1 1. Teacher explains to the students that they are going to learn how to use the mind map (spider type) 2. Teacher takes the (d) question as an example. 3. Teacher models the way to put the points from the answers (d) in the mind map. 4. Teacher presents the already made mind map. Activity 2 1. Teacher explains the instruction of the next activity. 2. Teacher asks the students to form a group of five. 3. Teacher allocates the markers and mah-jong paper to each group. 4. Teacher instructs the students to discuss which five of the items from the list to be bought for their classroom (refer to the appendix – activity 2). 5. Teacher asks students to state the reasons for choosing the items to buy. 6. Teacher asks the students to come up with a mind map (spider type) and write it on the mah-jong paper before the paste it on the wall. Activity 3 1. Teacher asks the students to select the two presenters. 2. Teacher leads students to make a tour to each of the pasted mah-jong paper and each of the representatives present briefly. 3. Teacher checks the appropriateness of the points and corrects any mistakes. 4. Teacher asks students to copy the points for their reference. | Students listen to the explanation. Students take note from the example given. Students listen to the instruction. Students discuss the question given in the group. Students clarify their reasons of choosing the items. Students transfer the points into the form of mind map and paste it on the wall. Students present the mind map. Students respond to teacher. Students take notes. Students copy the points. |
Conclusion 5 minutes | Teacher encapsulates the lesson. | Students involve in encapsulating the lesson. |
Follow up activity : students are asked to come up with a catalogue promoting the items selected previously in the activity. Use the points that have been discussed to make the items more convincing.
