PISMP JUNE 2017 INTAKE

LESSON PLAN OF FIRST PHASE PRACTICUM

OWNER: FATIN SABRINA SANUZI
(TESL 2)

Subject : English Language

Year : 4 Cemerlang
Enrolment : 32 pupils
Date/Day : 20th June 2019 (Thursday)
Time : 09.30 am – 10.30 am (60 minutes)
Theme : World of Stories
Topic : The Prince and The Thieves (Unit 8)

Focused Skill : Language Arts

Previous Knowledge : Pupils are already familiar with some of the vocabularies

introduced from the previous class

Content Standard : 4.3 By the end of the 6-year primary schooling, pupils will be
able to plan, organize and produce creative works for
enjoyment.

2.2 By the end of the 6 year primary schooling, pupils will be

able to demonstrate understanding of variety of linear and
non-linear texts in the form of print and non-print materials
using a range of strategies to construct meaning.

Learning Standard : 4.3.1 Able to plan, produce and display creative works
based on literary texts using a variety of media with
guidance

2.2.2 Able to read and understand phrases and sentences

from:

(a) linear text

Learning Objectives : By the end of the lesson, pupils should be able to:

Vocabulary
Educational Emphases
1. Create prince puppet
2. Read The Prince and The Thieves story using correct
pronunciation.
: suddenly, sound, country, hope
: i. Moral Values : cooperation
ii. Thinking Skills : Evaluating,
word association
iii. Multiple Intelligences : verbal
linguistics, interpersonal

Cross Curriculum : creativity and innovation, language,

Element
Entrepreneurship : creativity
Resources/ : pictures of prince and thief, textbook, blank paper, pinggan

Teaching Aids

Stages/Time Content Activities Remarks

To arouse pupil’s interests Teacher: Preparation Phase

to learn 1. Shows pictures of
Set Induction Example of questions: a prince and a Materials:
(5 minutes) - Do you know what thief. - Pictures of a
does the person do? prince and a
2. Asks questions thief.
 about the pictures.

3. Highlights today’s
lesson.

Example of the pictures

Introduces The Prince and Teacher: Imagination Phase

The Thieves story to the 1. Asks the students - Analysis
Presentation students to refer to The - Generating
(15 minutes) Prince and The ideas
Thieves story in
the textbook. Materials:
- The Prince and
2. Reads the text with The Thieves
correct stress, story
intonation and
pronunciation. PAK 21:
- Discussion
3. Asks the pupils to
repeat after the Multiple intelligence:
teacher. verbal linguistics

4. Explains the Assessment for

meanings and learning objective (1)
discuss the story
with the students. Materials:
- Textbook
5. Discusses the
questions related
to the text.

Shows example of 1. Students are asked

Developmental
puppet? to be in group of 5.
Phase
- Implementation
2. Teacher distributes
Practice - Assessment
a piece of blank
(15 minutes)
paper to each
PAK 21:
 group. - critical thinking

3. Each group need HOTS:

to discuss the - analyse
ending of the story.
Assessment for
4. Each group needs learning objective (2)
to write the ending
of the story on a Materials
piece of paper. - blank paper

5. Teacher discusses
the endings with
the students.

1. Teacher distributes
Action Phase
the prince puppet
Production - Implementation
template
(20 minutes) - Assessment

2. Teacher asks the

PAK 21:
students to
- Role play
decorate the
puppet using the
HOTS:
template.
- create
Prince puppet template

3. Students put up
Assessment for
the finger puppet at
learning objective (3)
the class’s board,

Materials

- Prince puppet
template

- Recap the lesson 1. Teacher asks the

Closure pupils about what
(5 minutes) they have learned
today
 2. Teacher highlights
the topic and recap
the lesson.

Reflection:

_______________________________________________________________________

_________________________________________________________________________

REFLECTION

For the set induction, I find that the students are bored and I need to find other

method and things that can be done. Anyway, the students responded well by

answering the question that I asked. So far, I got no problem during set induction

other than settling them down. During presentation it is quite hard for me to explain

to them in English. They cannot really understand me and at the end of the day I end

up with translating the words to them.

In this lesson, they had difficulties in doing the puppet because some did not

bring scissors, some did not have colour pencil so I can noted in my mind to bring

those thing to the class in my next lesson.