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Contents

LESSON PLAN

2

REFLECTION

9

REFERENCES

11

LESSON PLAN

Subject:

English Language

Date :

29 th February 2017

Time :

1.05-2.05 p.m

Class :

4 Hidayah

No. of Pupils :

35 pupils

Pupils level :

Intermediate

Theme :

World of Self, Family and Friends

Topic :

Unit 15- Going Places

Focused Skill / Language Focus :

Listening and Speaking

Integrated Skills :

Writing

Content Standard :

1.3. By the end of the 6year primary schooling, pupils will be able to understand and respond to oral texts in a variety of contexts.

Learning Standards :

1. 3. 1. Able to listen to and demonstrate understanding of oral texts by asking and answering questions.

CCTS :

1.

Creating mental pictures.

2.

Translating information.

Habits of Mind :

1.

Applying past knowledge to new situations.

2.

Thinking and communicating with clarity and precision

Grammar :

Simple present tense

Vocabulary :

Name of famous world landmarks (The Pyramid, Egypt. Eiffel Tower, Paris.

Teaching aids :

The Taj Mahal, India) Video clip of a song, pictures of famous landmarks.

Moral value :

We need to travel often as travelling can open our mind and we can see lots

Previous

of beautiful culture around the world. Pupils have experience on going to a vacation before.

Knowledge:

Learning Outcomes:

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

  • i. Ask and answer questions based on the landmarks and dialogues given by the teacher. ii. Act an appropriate situation with at least three dialogues according to any interesting place or landmarks that they choose.

STEP

CONTENT

TEACHING AND LEARNING ACTIVITIES

 

REMARKS (Rationale, CCTS, Moral Values, HOM)

Set Induction

 
  • 1. Teacher shows a video clip of

To set the mood and

(± 5 minutes)

a song entitled “Hello to All the

mentally

 

prepare

Children of the World.”

pupils

for

the lesson

  • 2. The lyric of the song contains

and

to

give

them

the word ‘Hello’ in 9 different

some

idea

of

what

languages around the world.

they

are

going

to

learn in the lesson.

Hello, Bon Jour, Buenos Dias,

   

G’day, Guten tag, Konichiwa,

Teaching aid:

 

Ciao, Shalom, Do-Brey Dien,

1.

Video

clip

of

a

Hello to all the children of the world!

song.

 

We live in different places from all around the world, We speak in many different ways - Though some things might be different,

 

we’re children just the same,

 

And we all like to sing and play.

Hello, Bon Jour, Buenos Dias,

 

G’day, Guten tag, Konichiwa,

Ciao, Shalom, Don-Brey Dien Hello to all the children of the world!

There

are

children

in

the

deserts,

and

children

in

the

towns, And children who live down by the sea.

If we could meet each other, to

   

run and sing and play, Then what good friends we all could be.

 
run and sing and play, Then what good friends we all could be. 3. Teacher introduces
run and sing and play, Then what good friends we all could be. 3. Teacher introduces
  • 3. Teacher introduces the topic of today’s class, “Going Places

Presentation

To introduce focused

  • 1. Teacher shows picture cards

To

activate

pupils’

(± 15 minutes)

words and expressions

of the world famous

previous

knowledge

landmarks.

and experience.

FAMOUS

WORLD

  • 2. Teacher reads the article of

LANDMARKS:

the landmarks.

  • 3. Pupils asked to listen carefully to the article read.

Teaching aid:

  • 4. Pupils asked to write down the

 

1.

Picture cards

features of the landmarks based on the article read. CCTS:

features of the landmarks based on the article read.

CCTS:

  • 5. Teacher asked pupils where

 

1.

Making

the landmarks are located.

 

connections.

  • 6. Teacher says the words and followed by the pupils aloud.

 

Collosseum, Rome

  • 7. Teacher shows a dialogue between two friends about their upcoming school holiday vacation.

 
Eiffel Tower, Paris

Eiffel Tower, Paris

“Where are you going for your holiday?”

 

“I am going to ” ... “Where is it located at?” “It is located at ” .... “How long are you going?”

“I am going for

....

days”

  • 8. explains

Teacher

 

the

dialogue.

Eiffel Tower, Paris “Where are you going for your holiday?” “I am going to ” ...

Taj Mahal, India.

Eiffel Tower, Paris “Where are you going for your holiday?” “I am going to ” ...

The Pyramid, Egypt.

Practice

 
  • 1. Teacher asks pupils

to

To consolidate the

(±15 minutes)

HOLIDAY

practice the dialogue in pairs

learning of the words.

VACATION.

by using the places they have

learnt during the presentation

To

practice

“Where are you going

phase.

pronunciation

of

the

for your holiday?”

  • 2. Several pairs are chosen

at

words

and

“I am going to ... ” random to present their expressions in “Where is it located
“I am going to
...
random
to
present
their
expressions
in
“Where
is
it
located
dialogue in front of the class.
making,
accepting
at?”
“It is located at
3.
Teacher gives some gifts as
encouragement for pupils who
try.
and
declining
....
invitation.
“How
long
are
you
going?”
To gauge
pupils’
“I
am
going
for ....
days”
recognition skill and
assess their memory.
CCTS:
1.
Making
connections.
2.
Translating
informations.
.
Moral value:
1.
Be considerate.
2.
Respecting other
people’s answers.
3.
Always
try
to
be
precise
and
correct.
Production
(±20 Minutes)
Pupils promote a place
that they choose
based on the earlier
conversation they had
during practise phase.
1.
Pupils are asked to be in their
pair again.
To apply and transfer
knowledge learnt in
2.
Each pair is given a big piece
of paper (mahjong paper) and
a marker.
the lesson.
To evaluate pupils’
3.
Pupils are asked to draw a
landmark that they wanted to
go during the coming school
holiday and act a play based
on the location.
understanding of what
they have learnt.
Group work.
   

4.

There are two suggested play:

Teaching aids:

 

a) Asking their parents to

1.

Mahjong

paper,

go

on

a

vacation to the

marker pen.

place.

 

b)

Suggesting a place to

Habits of Mind:

 

their classmates.

 

1.

Thinking

and

 

communicating

with

clarity

and

precision

2.

Creating,

imagining

and

innovating.

Closure

Follow-up activity

1.

Teacher

concludes

their

To

reinforce

the

(±5 minutes)

(reflections)

lesson today.

content

knowledge

2.

Pupils are asked do they want

 

learnt

and

provides

to go on a local or overseas

feedback

to

teacher

vacation.

after the lesson ended.

has

REFLECTION

Micro teaching is an essential activity for trainee teacher to develop their skills in teaching in the classroom. The core skills of microteaching such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease and to the maximum extent. Besides, it also encourages the teacher to have the skill to control the class in any situations. Micro teaching is a technique aiming teachers to prepare themselves to the real classroom setting (Brent & Thompson, 1996).

Firstly, my lecturer asked us to perform only one part of the whole lesson and I chose to conduct only the set induction from the whole lesson. The lesson that I conducted was for

year 4 Hidayah. The topic that I chose was “Unit 15, Going Places”. I began the lesson by

showing the pupils a short video related to the topic. The video was about going places. It was very interesting and the pupils can sing along as the lyric of the song was stated in the

video. According to Bowen (2002), the pupils will learn more effectively if the lesson is fun and interesting Regarding on my observation, the pupils sang the song in the video with happiness. Next, this video will also give the pupils the main idea of what they will learn on that day.

Furthermore, when conducting a lesson, I found that one of my strengths is my voice projection was very clear. The participants or the pupils can understand and listened to my instructions crystal clear. Moreover, the lesson went very smoothly after they understood all

of my instructions. After that, my second strength is I was able to control the class well. This skill is very vital to teachers because it will enable them to conduct the class smoothly. For

instance, the pupils didn’t make any noises in the classroom because of my clear voice

projection and it was easier for me to give my instructions to them.

Then, one of my weaknesses is I was not very good in managing time. I realized that I have exceeded the time that I planned for the set induction. This is because I have to explain very clearly to the pupils who are low level. I also realized that I am lacking of the skill in explaining things to pupils. I took quite a long time to explain some complicated things to them. Plus, I feel I need to speak a little slower when explaining complex terms. I also need to realize that low level pupils need more time to understand instructions and digest the lesson than the advance pupils.

In a nut shell, I feel that there are not too many things that I have to improve on the set induction, as I feel my teaching on the set induction was well planned and very resourceful. However, I have to be a little more confident and believe that this is an area I can improve upon, along with defining clearly the aims and objectives. The biggest change that I would make would be with regards to speech. Ultimately, I am quite happy with how my teaching presentation worked out.

REFERENCES

Bowen. (2002). Arts In Teaching. U.K: Oxford University Press. Thompson, B. &. (1996). Principle of Teaching. New York: Pearson. Kementerian Pendidikan Malaysia (2016, August). Kurikulum Standard Sekolah Rendah. Retrieved from https://www.slideshare.net/soulmoon/yearly-scheme- of-work-english-year-3 2015