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Subject Form Enrollment Level Date/Day Time Theme Topic Focused Skill : : : : : : : : : English 4 Bersatu / students Low-Intermediate 17th March 2014 / Monday 8.10 am 9.30 am (80 minutes) Science & technology Introduction & summary of QWERTYUIOP Reading and Speaking Listening and Writing

Integrated Skill :

Curriculum specification: Learning Outcomes LANGUAGE FOR AESTHETIC USE 3.1 Listen to, read, view and respond to literary works by a. understanding and telling in ones own words the story and poem heard and/or read, and giving ones opinion of the text; d. understanding other peoples cultures, traditions, customs and beliefs; Lesson Objectives : Level 1 iii. Retelling the story or poem in ones own words. Level 2 vii. Making predictions as to what might happen next in the story. Specifications

By the end of the lesson, students should be able to: i. ii. iii. Read the summary silently and aloud List down the characters and settings in the story Retell the story in their own words through role play activity

Educational Emphases : Multiple intelligence-Interpersonal use of language in social interactions through group discussions. : Thinking skills-Critical and creative thinking skills developed through analyzing information and expressing opinions accurately and creatively in language. Language Content: Past perfect tense. Teaching aids : Realia, hand out, task sheet (Cut-up version of the summary)

Previous knowledge: students already read the short story. Anticipated problems: Students may not be able to role play the role play confidently in front of the class. Possible solutions : a) Teacher models the language structure to be used in the role play. b) Teacher asks them to choose their own partner.

Stage/Time Set Induction (5 minutes)

Content Realia (Keyboard) W-H questions i. What can you say about the Keyboard? ii. What is the story that has relation with the keyboard?

Teaching-Learning Activity


Remarks Realia

1. Teacher shows a realia (keyboard) To attract students to the class. attention by 2. Teacher elicits responses from the showing realia. students by asking them some To introduce the questions. topic of the day. 3. Teacher introduces the topic of the day.

Presentation (20 minutes)

Background of the story Summary of the story Language content: present perfect tense

1. Teacher provides input by To provide describing the background of the story. students with the background and 2. Teacher provides the summary of summary of the the story. story. 3. Teacher asks the students to copy To elicit what students already down the summary in the note book. know.

Hand out

Practice (20 minutes)

Hand out Cut-up version of the summary

1. Teacher asks students to be in their To motivate students to read. respective groups. 2. Teacher distributes envelopes that contain a cut-up version of the summary that have been jumbled up to each group. To enhance students understanding of the summary.

Hand out

3. Teacher asks the students to rearrange the summary and read the To stimulate higher-order summary silently. thinking skills. 4. Teacher poses WH questions on the summary. 5. In groups, students answers the WH questions posed. 6. Teacher discusses the questions with the students. WH

Production (30 minutes)

Role play

1. Teacher asks students to remain in To inculcate fun and meaningful their respective groups. learning in the 2. Teacher assigns each group with lesson. part of the summary. 3. Teacher asks students to role play To engage the story according to the summary students to practice and in group. using English for 4. Teacher asks students to use their purposes. own words.

Closure (5 minutes)

Wh-questions 1. What is the story all about? 2. Do you like the ending of the story? 3. If you are in Lucys place, what will you do?

1. Teacher consolidates the lesson by To consolidate what they have asking questions. learned. 2. Teacher feedbacks on students To instill moral answers. values in the lesson. 3. Teacher highlights the moral values To bring the lesson to a learned in the lesson. closure.