Lesson plan

Subject : English
Location : Rural area (SMK Ulu Sugut Molinsau)
Day / date : Monday ( 20 Jun 2019 )
Time : 8.30 am- 9.30 am (1 hours)
Class : 4 Amanah
Level of proficiency : low proficiency
No.of.student : 32
Topic : chapter 8-Caring for the environment
Theme : Environment
Content Aspect : cause and effect
Prior Knowledge : listening and writing
Learning objective(s) : student able to:
1. Define the meaning of the environment and identifying the cause
and effect to the environment

Learning outcome(s) : By the end of the lesson, student will be able to;
1. List at less more than 5 cause and affect
2. Explain clearly at less 5 ideas in preparing way to solve
environment’s cause and effect
Focused skill : listening and writing
Moral value : caring awareness
MI (multiple intelligence) : verbal linguistic, visual, Interpersonal
EMK (Element Across Curriculum) : language and values.
Vocabulary :

Stage/Time Content Teaching Learning Teaching

activities activity resources/
remarks
Induction 1. (Visual
1. Teacher 1. Student News paper,
(5 Minutes) aids)looking for
divided student reading each article,
Rationale the news paper,in some group paragraph and LCD projector
To attract article and video
2. Teacher give try to find out
student each group the what are
attention and See attachment news paper and the news trying
raise curiosity 1 article to convey
for the lesson 3. Teacher show 2.
the video
Steps 1 Class activity 1. Teacher 1. Student Text book,
Presentation show the some required to read Withe board,
(20 Minutes) The cause and causes then the text pen marker
Rationale effect provide the provided.
example. 2. Student pay
2. Teacher attention in
show the effect teacher
by writing in the instruction
withe board 3. Student are
and explain in required to
various term listen carefully
then show the
 some example
to support their
explanation.
Steps 2 Class activity 1. Teacher 1. Student Text book,
(10 minutes) KBAT: infuse HOT respond to the white board,
Rational provide through “cause HOT question marker pen,
opportunities Recall: what is and effect” on cause and hand outs, Hot
for student to the 2. Teacher uses effect for the question
understand environment? the environment
deeply on the Understanding: Presentation, 2. Student think
environment’s What is the Practice and and answer
cause and effect cause and Product (3Ps) as using the higher
effect? teacher ask the order question
Application: HOT questions 3. Student
What people 3. Teacher appreciate
can do to care accept all teacher by
the answer and saying “Thank
environment? praises the You”
Analysis: Which children
is the way of
solving should
use for?
Evaluating:
which is the
idea of provided
to create the
best
environment?
Creating: How
can student
make a good
environment
situation?

Steps 3 Class and group 1. In group; 1. Student work Question past

(20 minutes) activity -teacher ask in group year, Hand outs
Rationale student to 2. Student think
To reinforce Group 1 change the and answer
understanding Group 2 order of 3. Student need
on what they Group 3 sentence by to send the
have learn Group 4 reversing the what they have
Group 5 position of done to the
cause and effect teacher
Each of group -complete the
doing their own sentence
activity -write sentence
using different
signal words
(e.g therefore,
because, etc) to
show cause and
 effect in each
sentence.
Closer EMK Values 1. Teacher
(5 minutes) Student learn by contrast the
collaboration in moral value of
teamwork to each instruction
increasing their
confident lavel

Subject : English
Location : Rural area (SMK Ulu Sugut Molinsau)
Day / date : Tuesday ( 21 Jun 2019 )
Time : 8.30 am- 9.30 am (1 hours)
Class : 4 Amanah
Level of proficiency : low proficiency
No.of.student : 32
Topic : chapter 8-Caring for the environment
Theme : Environment
Content Aspect : verb and preposition combination
Prior Knowledge : reading and pronunciation
Learning objective(s) : student able to:
1. Define the verb by figure out and use it correctly in writing
Learning outcome(s) : By the end of the lesson, student will be able to;
1. Illustrate the verb when using it in a sentence
2. Applying learning in answering without teacher guidance
Focused skill : Listening
Interpreted skill : listening and writing
Moral value : Caring & respect other
MI (multiple intelligence) : verbal linguistic, interpersonal
EMK (Element across curriculum) : language and values
Vocabulary :

Stage/Time Content Teaching Learning Teaching

activities activities resources/
remarks
Induction In group: 1. Teacher 1. Student Pen marker,
(5 minutes) 1. Play game explain the discuss the withe board,
E.g -based on meaning of verb question in a
your 2. Teacher bring group given
knowledge, student to 2. Student
trying to playing game write the
provide five(5) 3. Teacher ask answer in the
verb student to write withe board
on withe board.
Steps 1 Class activity 1. Teacher 1. Student pay Text book,
(20 Mints) explain verb attention hands out, pen
preposition 2. Student take marker, withe
combination. note board
E.g
i. look at
(literally
looking at
something)
ii. look for
(search)

2. Teacher
explain how to
add verb in
correctly
combination
Steps 2 Teacher guide 1. Teacher ask 1. Student are Hand out
(10 minutes) student to find required to
the verb in a spell
sentence
2. Teacher ask
student to
classify the
various verb
form.
Steps 3 Lets answer 1. Teacher ask 1. student
(20 Minutes) student to fill up think and
See attachment the blanks with answer
2 verb+preposition 2. Student
combinations provide to
answer in a
time set up by
teacher
Closer EMK
-Student learn
by doing own
task and make
improvement
for what they
have learn

Subject : English
Location : Rural area (SMK Ulu Sugut Molinsau)
Day / date : Wednesday ( 22 Jun 2019 )
Time : 7.45 am- 8.45 am (1 hours)
Class : 4 Amanah
Level of proficiency : low proficiency
No.of.student : 32
Topic : Chapter 8-Caring for the environment
Theme : Environment
Content Aspect : Adjective and preposition combination
Prior Knowledge : Reading and writing
Learning objective(s) : student able to:
1. Listen to the conversation in effective and answering correctly

Learning outcome(s) : By the end of the lesson, student will be able to;
1. Find the adjective in a sentence at less more than 5 words
2. Using the correctly adjective In a sentence
Focused skills : Writing
Integrated skills : writing, reading and speaking
Thinking skills : L.O.T.S -remember
H.O.T.S-applying
Moral value : Awareness and respect other
MI (Multiple Intelligence) : Verbal linguistic, interpersonal
EMK (Element Across Curriculum ) : Language and values
Teaching materials :
Vocabulary :

Stage/Time Content Teaching Learning Teaching

activities activities resources/
remarks
Induction -Greeting 1. Teacher give 1. Student Verbal
(5 minutes) -started the greeting by stand up and linguistics
best classroom saying Good give greeting
Rational environment Morning for teacher
-To attract 2. Teacher bring 2. Student
student student to doing follow teacher
attention and to warm up instruction
remove shame
feel from
student

Steps 1 1. Teacher 1. Student

(20 Mints) Lets know explain what is paying
the adjective attention
Rational 2. Teacher 2. Student
-To give provide example underline
contrast with how to placing adjective in a
provide student adjective in paragraph
many reference correctly 3. Student give
in order to combinations respond and
make student (Jane is take note
understand fully interested in
playing the violin)
 3. Teacher ask
student to
underline
adjective in a
paragraph
Class activity Hands out, text
Steps 2 1. Teacher 1. Student book
(10 minutes) Group 1 divided student collaborate
Group 2 in a 5 group with their
Rational Group 3 2. Based on teamwork
-To give Group 4 article, teacher 2. One of
opportunity for Group 5 ask student to them as
them to think find adjective volunteer to
and provide write the
answer in answer in
clearly withe board
Steps 3 Class activity 1. Teacher ask 1. Student hand outs
(20 Minutes) student to make make a
See attachment a sentence with sentence in a
Rational 3 using the words time
- Give student given so that 2. Student
opportunity to become a underline the
applying what correctly adjective in
have their learn adjective their
in answering the combination paragraph
all question 2. Teacher ask
student write a
paragraph about
the rainforest of
Malaysia
containing with
use the
adjective+preposi
tion
combinations.
Closer EMK 1. Teacher saying 1. Student
-Student thank you to stand up and
understand the student for the say thank you
instructional by collaboration for teacher
evaluate their
learning

Subject : English
Location : Rural area (SMK Ulu Sugut Molinsau)
Day / date : Thursday ( 23 Jun 2019 )
Time : 9.30 am- 10.30 am (1 hours)
Class : 4 Amanah
Level of proficiency : low proficiency
No.of.student : 32
Topic : Chapter 8-Caring for the environment
Theme : Environment
Content Aspect : Presenting Information
Prior Knowledge : Reading, English Knowledge and writing
Learning objective(s) : student able to:
1. Presenting information to different audience in correctly and
confidently

Learning outcome(s) : By the end of the lesson, student will be able to;
1. Translate at less more than 5(five) words
2. Find and explain clearly to audience

Focused skills : Writing

Integrated skills
Thinking skills
Moral value
MI (Multiple Intelligence)
EMK (Element Across Curriculum
Teaching materials
Vocabulary
: reading
: L.O.T.S -understand
H.O.T.S-apply, analyze
: awareness
: Verbal linguistic, interpersonal
: Language and values
:
:

Stage/Time Content Teaching Learning Teaching

activities activities resources/
remarks
Induction 1. Teacher say 1. Student
(5 minutes) good morning respond and
To attract Greeting make a good
student to 2. Teacher check environment
automatically the classroom by keep quiet
remember what environment and ready for
they have learn the instruction
by past day

Steps 1 Class activity 1. Teacher 1. Student pay Withe board,

(20 Mints) explain what is attention pen marker,
the way to 2. Student get text book, hand
To give contrast present the teacher to ask copy
with provide information to way to present
student many different 3. Student
reference in audiences. listen carefully
order to make 2. Teacher also 4. Student take
student ask student to note
understand fully use suitable
language to the
audience
 3. Teacher ask
student to use
present tense
4. Teacher ask
student to
delivery the
message clearly.
Class Activity 1. Teacher 1. Student hands out
Steps 2 provide exercise using what
(10 minutes) and do it teacher have
together with thought for
Rational student them
- Example 2. Student
question generate idea
-Teacher ask form what
student to use they have
visual aids in learn
prepare talk
about
deforestation
and the
importance of
preserving tress
(example,
pictures, graphs,
charts, diagrams
and etc.)

Steps 3 Practice 1. Teacher ask 1. Student Text book

(20 Minutes) student to write should exercise
Exercise without talk for the complete
Rational teacher secondary school doing the task
-Visual aids help guidance using the aids in time
student to make about prepared by
effective importance of teacher
presentation forests to
then help them mankind
to understand a
topic better
Closer EMK
(5 minutes) -
rationale
Subject : English
Location : Rural area (SMK Ulu Sugut Molinsau)
Day / date : Friday ( 24 Jun 2019 )
Time : 9.00 am- 10.00 am (1 hours)
Class : 4 Amanah
Level of proficiency : low proficiency
No.of.student : 32
Topic : Chapter 8-Caring for the environment
Theme : Environment
Content Aspect : Homographs
Prior Knowledge : Reading, English Knowledge and writing
Learning objective(s) : student able to:
1. Presenting information to different audience in correctly and
confidently

Learning outcome(s) : By the end of the lesson, student will be able to;
1. Translate at less more than 5(five) words
2. Find and explain clearly to audience

Focused skills : Pronunciation

Integrated skills : reading, speaking
Thinking skills : L.O.T.S -understand
H.O.T.S-apply, analyze
Moral value : awareness
MI (Multiple Intelligence) : Verbal Linguistic, Interpersonal
EMK (Element Across Curriculum :
Teaching materials :
Vocabulary :

Stage/Time Content Teaching Learning Teaching

activities activities resources/
remarks
Induction 1. Teacher say
1. Student
(5 minutes) good morning actively their
2. Teacher make
mind
student friendly
2. Student
ready to pay
attention
Steps 1 Say it right 1. Teacher 1. Student pay Text book,
(20 Mints) explain what is attention hand outs
What is the homographs 2. Student
Rational homographs? Example compere the
-To give -The word record differentiation
contrast with has several among words
provide student meanings
many example record(n)-
of words in Information that
effectively is written down
or stored in a
computer
Record(n)-
 Highest or lowest
that has ever
been achieved
e.g set a record
Record(n)-a disc
on which music
and sound are
stored
Record(n)-to
write information
down or to store
it in a computer
or film for future
reference
Class activity 1. Teacher ask 1. Student are text book, hand
Steps 2 student to read required to outs, with
(10 minutes) Noun : stress on the words aloud stand up and board
the first syllable to differentiate present
Rational 1. ‘convert between the 2. Student
-To improve 2. ‘escort nouns and verbs follow the
student Verb : stress on 2. Teacher doing teacher
speaking skills in the second correction about guidance
order to make syllable wrong spieling
them confident 1. Con’vert 3. Teacher give
2. Es’cort appreciation

See attachment
4
Steps 3
(20 Minutes)

Rational

Closer EMK