LESSON PLAN AND

ITS REFLECTION
- SPEAKING

- LISTENING

- READING

PREPARED BY:-

NOORHANANI BT MAMAT @ MUHAMMAD

810116-03-5104

SK AYER TERJUN, JERTEH, TERENGGANU

LISTENING LESSON PLAN

Theme : World of stories

Unit : 8 (More stories)

Topic : The Humble Prince

Year : 4 Anggun

Time : 9.15 a.m. -10.15 a.m. (1 hour)

Curriculum Specifications :

Listen to and enjoy stories and predict outcomes, and draw conclusions at a level suited the
pupil’s ability.

Learning Objectives : By the end of the lesson, pupils should be able:

1- to rearrange the story

2- to predict the ending of the story

Teaching aids : Story book, Slides PowerPoint, worksheet, A4 Paper

Moral Values : Be humble, kind and brave

Enrollment : 35 people

Stage Teaching/ Learning Activities Justification/

Comment
1- Teacher asks pupils to guess the title of the
story book.
Set Induction 2- Then, teacher shows the title and asks pupils
(3 minutes) to read the title of the story

Pre-teach Vocabulary :

1- Get pupils to find out the meaning of the word

“humble” from the dictionary.

Pre-listening 2 -Teacher explains the meaning of the word

(17 minutes) “humble” to the pupils.

3 - Teachers explains that humble is an adjective. An

adjective is a descriptive word.

4- Teacher asks pupils to give other adjective words

e.g. : Coward, brave, liar, honest, kind, caring,

loving, generous,

Pre-teach Grammar :

1- Teacher teaches simple past tense.

E.g.: a) There lived a sad king.

b) When he went hunting, he found a baby.

c) The king adopted the baby.

Set the purpose

To rearrange sentences in the story in the correct

order and to predict the ending of the story.

1-Teacher reads the story. Pupils listen to the story.

 2. Teacher reads the story again. Pupils rearrange the
While-listening sentences in the story based on the picture. Pupils
(34 minutes) have to write the proper sequence in the provided
boxes.

3. Pupils complete the task. Teacher reads the story

while pupils check the answers. Teachers go through
the answers with pupils.

4. Pupils guess which of the princes became king.

Tell them the title is a good clue. They have to
provide reasons for their choice. Pupils have to use
their evaluating and reasoning skills for this activity.

1- Teacher discusses the characters of the three

princes
Post-listening 2- Teacher asks the moral value of the story
(5 minutes) e.g. : honesty
3- Pupils draw a family tree and include the
characteristic of all the members. Then pupils
write a description of the family tree

1- Teacher asks students whether they have enjoyed

Closure the story.
(1 Minutes) 2- Teacher asks students to do their family tree
activity as homework.
 REFLECTION

I think the lesson went well. Using the story book as the introduction prepared my students to
hear the target words we were going to learn.

I believe it was fun for the kids to use the dictionary, as they did not have chance to use it
regularly. They also will be able to grab other words in the dictionary. Maybe I could have use flash
cards of the letters so the pupils could have differentiate them as to get more understanding in
adjectives lesson. I should have used visuals. I could have color-coded the words too to make it easier
to differentiate them.

The time the pupils read the words were very good for the pupils to practice reading the words.
If they had difficulty in pronouncing it, they could always ask me, as their guide to help them. When I
started to mention their purpose on doing this activity, they would start talking about how, what was
going on in the book related to them, so I knew they could relate to what was going on in the book.
The purpose of activity incorporated seemed to grab their attention, thus making them want to start it
quickly. My lesson required the pupils to actively participate throughout. I believe this helped me to
better see if the pupils were grasping the information I was presenting or not. The objective of my
lesson was for the pupils to listen well and grab the information by arranging the story. I also want
them to know more about the adjectives vocabulary.
 When I started to read the story, the class became quiet. None of the pupils talk or making any
sound. They listen to my voice attentively and tried to write the number in the box. Then after the task
was completed, they compare their answer with their friends and ask for teacher’s confirmation. When
I asked them who will be the king, a few of them raise their hand to answer it with some reasons. They
looked having fun in this activity.

We discussed on the characters of the three princes. Only a few people have courage to talk
freely while others need to be asked and answer it with a simple answer. Most pupils able to draw a
family tree and write description of it after being explained and giving example by the teacher for
thrice. We discussed on the answer in group.

            If I was given the chance to re-teach my lesson, I would plan less activities and give more time
to work on the more meaningful and practical activities. I would also keep the pupils more on track,
and try not to let them trail off and talk about other things that don't correlate directly to the lesson.
Sometimes they would get off track and forget to concentrate on the new information they were
listening.
    
        Overall, the experience teaching a lesson to advanced pupils was very educational and will aid as
a valuable resource for next listening lesson to other class and for my teaching in general. It helped me
to become more comfortable with listening and speaking skill in a classroom environment. 
 SPEAKING LESSON PLAN

Theme : World Of Ourselves

Unit : 1

Topic : Family First

Year : 5

Time : 9.45 am – 10.45 am (1 hour)

Curriculum Specification

: Ask “Wh” questions to seek information

Learning Objectives: By the end of the lesson, pupils should be able to :-

1) ask “Wh” questions

2) correctly and answer the questions politely.

Teaching Aids : flash card, picture, substitution table and worksheet.

Moral Values : Caring, cooperation.

Enrollment : 36 pupils
 Stage Teaching/ Learning Activities Comment

Set Induction 1) Teacher shows pictures of a family cleaning their house picture
compound to the pupils.
( 5 minutes )
2) Teacher asks pupils to name the thing that being used to do
the activity.
3) Pupils respond
4) Teacher relates the pictures to the topic.

Presentation 1) Teacher pre-teaches vocabulary to the pupils.

e.g. : duster, feather duster, a piece of cloth, broom.
( 15 minutes )
2) Teacher pre-teaches grammar-
E.g.: I use a broom to sweep the floor.
Substitution
She uses a broom to sweep the floor.
table
3)
What do you use to sweep the floor?
Teacher
to clean the window?
pre-tech
to clean the blackboard?
the answer
to clean the table?
When do you Sweep the floor?
Clean the window?
Clean the blackboard?
E.g.: I use
clean the table?
a broom to
sweep the
floor.

4 ) Teacher pre-teaches language form and functions.

 Question Words

 Ask : What do you use to sweep the floor?

Answer : I use a broom to sweep the floor.

 Ask : When do you use to sweep the floor?

Answer: I sweep the floor in the morning.

Practice 1) Teacher distributes worksheet to the pupils. Teacher asks Worksheet

pupils to ask their partner and cross (x) the answers.
( 20 minutes )
2) Pupils do the practice in pairs and complete the worksheet.

3) Teacher guides the pupils while they are doing the task.

Ask your partner broom duster feather a piece

What do you use duster of
cloth
to sweep the floor?
to clean the
blackboard?
to clean the window?
to wipe the table?

4) Teacher asks a few pupils to report.

 E.g. :

Teacher: Maria, tell me what does Salman use to sweep the floor?

Pupil : He uses a broom to sweep the floor.

Productions 1) Teacher asks pupils to do the activity in pairs. Set of questions,

Set of pictures.
( 15 minutes) 2) Pupil A will get a set of questions, pupils B will get a set of
pictures.

3) Pupil A will ask the questions and Pupil B will choose the
correct picture and say the sentences.
E.g.:

Pupil A asks : What do you use to wipe the table?

Pupil B answers: I use a feather duster to wipe the table.

Closure 1) Review the lesson.

( 5 minutes ) 2) Pupils recall what they have learnt today.

3) Teacher discusses the importance of keeping the class clean.

 REFLECTION

The first minutes of the lesson had only one main problem. The pupils already set their mind
that they will face difficulties when they were distributed the picture sheet. They started to make a
sound of “ooh” and “aah” to indicate that they were in troubles. This was solved simply by explained
the purpose of this exercise and about the topic and then start asking them about the things used in the
picture.

The second and third part of this lesson ran very smoothly. All of them listen attentively to
teacher’s explanation on the vocabulary, grammar and how to answer the questions well as they know
the purpose of it. Some of them already copy the written notes on the board into their exercise book.
Then they respond well after being asked according to the notes given. Some of them eager to answer
it by raising their hand with the sound of “me...me”.

Once we got through the first, the second and third part, the fourth one went well. The pupils
were actively working on their worksheet with their partner. The class went into a bit chaos as the
pupils keep asking in loud voice. Some of them started to complain of not hearing their partner
question and answer due to some pupils’ loud voice. As I remind them about being in nice and good
discipline, they started to slow down their voice and the class became normal again.
 The next time I do this activity I will definitely give more explanation on how to complete the
task given in good manner without being having to scream and yell to each other in other to get the
answer. I think this will help the pupils to create more harmonious environment in the classroom. One
part of this lesson that I will not change is how I grouped the pupils. I choose the groups to avoid weak
and weak pairs or excellent and excellent pairs. I tried to pair a lower achieving pupil with a higher
achieving pupil. At first I didn't think the match up would work out. I though the higher student would
get frustrated and try to boss the lower student around. However, to my surprise, the lower achieving
students were very eager to do the work, and at times were actually telling the higher level pupils a
better way of asking a question.

Overall, this lesson went very well. I feel that the pupils understood everything that was
expected of them and they really did live up to my expectations. The lessons were well put together
and very informative. The pupils worked well with their partners. The only part that I would change
the next time I do this lesson is to give more difficult task to them as they find it is too easier for them.
 READING LESSON PLAN

Theme : World of Knowledge

Unit :5

Topic : Getting Connected

Year : 4 Anggun

Time : 12.15 p.m. -01.15 p.m. (1 hour)

Curriculum Specifications :

Read and understand the key words in phrases, sentences and text. Read and understand simple
texts for main ideas.

Learning Objectives : By the end of the lesson, pupils should be able:

1- Read and learning 5 keys word

2- Read and understand the text by giving the answers to the
question given

Teaching aids : Letter, Sentences card, worksheet

Moral Values : Cooperation, teamwork

Enrollment : 35 people
 Stage Teaching/ Learning Activities Justification/
Comment
1) Teacher asks pupils how they get connected
to their friends who live far away.
Set Induction 2) Pupils respond
(5 minutes) 3) Teacher lists pupils’ answer on the board

1) Teacher introduces the topic to the pupils

2) All pupils were distributed the text of a letter
3) Pupils were asked on simple question
E.g.
Pre-Reading a) Have you written the letters before?
(10 minutes) b) How do you begin your letters?
c) What are your hobbies?

4) Teacher explain to pupils on certain new

vocabulary related to the letters mainly on the
unfamiliar word in the letter

1) Pupils were given some time to read the letter on

their own.
2) Teacher reads the text and pupils read after the
While-Reading
teacher.
(20 minutes) 3) Pupils were explained about the letter
4) Teacher writes True/False Statement on the
board and asks the pupils to complete the
exercises as they read.
5) Teacher pastes the jumbled up sentences related
to the letter in wrong order on the board.
6) The chosen pupils were asked to jumble it up in
correct order.

1) Teacher distributes the worksheet of filling in

 the blanks and comprehension questions based
Post-Reading on the letters.
(20 minutes) 2) Pupils were explained on how to do the
exercises.
3) Pupils answer it
4) Pupils discuss the answer with the teacher

1) Teacher asks pupil how they will reply the letter

Closure and write the answer on the board.
(5 Minutes)

REFLECTION

It was my first reading lesson using a letter text. I was really surprised at how well this lesson
went. The pupils really got into the discussion, the letter, and the whole concept of writing a letter to
someone. With the letter and discussion, and the exercises, the whole lesson ended up lasting one
whole hour. Even after an hour, the pupils still wanted to talk and ask questions about the letter. I was
pleased to accomplish my goal for this lesson. It was to make sure pupils understood what the letter
meant.

          I began the lesson with the question of how they get connected to other people. Most of them
kept answering on modern technologies such as mobile phone, email and video conference. They
forgot about the letters.
 As I moved to the next phase, which was explaining about the letter and distribute the letter
text to them, they start to get interested and read it without being asked. I ask them some simple
question about how many times they write a letter in a year. Most of them never write a letter. How
surprised I am to hear it. Then I explained to them some new vocabularies related to the letter. The
vocabularies that I’ve explained mentally focused on the upcoming reading comprehension questions
that I was to ask the pupils.  Yet, the first part of the lesson was to be reading the vocabulary lists and
so, I approached the vocabulary differently than what the students were expecting.  

I was a little concerned that I would have to lead most of the reading lesson. I wanted to use
their previous knowledge of vocabularies for to discover the meaning of the letter through their
intensive reading in the while-reading phase rather than me just tell them what it is about. They used
the knowledge they gained to understand the letter. The student responses to the exercises on the board
and the jumbled up exercises led to the discussion among themselves.

For third phase, which was the post listening, all the pupils got into silent mode. There is no
discussion among them. They were truly focused. They keep reading the text again and again while
doing the exercises. And finally, during the discussion of the answers, they looked satisfied with their
answer. All of them got the correct answer as it was just an easy exercises and the purpose behind it
just to ensure they read the text and understand it well.

The time of day I taught this lesson was difficult also. I taught at the last hour of class and
really felt I had to struggle to keep their minds focused on the lesson instead of socializing. Overall, I
was pleased with the lesson and how well the pupils reflected and participated in this lesson.