KPR3028 – LATIHAN MENGAJAR

SEMESTER 1 (2016/2017)
LESSON PLAN WITH REFELCTION

NAME : THIUM ZHI YANN

MATRIC NUMBER : D20131063436
SUPERVISOR : DR.NORAINI BINTI
ZULKEPLI
SCHOOL : SMK ST.GEORGE, TAIPING.
 Lesson Plan
English Language – Form 4

Date: 14th July 2016

Class: 4V2
Number of students: 32
English proficiency level of students: Lower intermediate
Time: 9.50am – 10.25am, 12.30pm – 1.05pm
Theme: Literature
Topic: Play – The Right Thing To Do
Main skill: Speaking skill
Integrated skill: Writing skill
Curriculum specifications: 3.0 LANGUAGE FOR AESTHETIC USE
iv. Narrating sequence of events
xi. Talking about the message the author is trying
to put across his play and writing a short
paragraph on it.
xii. Talking about how events in the text remind
one of the events in real life.
Learning outcomes/objectives: By the end of the lesson, students should be able to:
1. In groups of four, arrange the sequence of events
by getting at least 8 out of 14 correct answers.
(C1)
2. Individually, write a simple paragraph about the
message of the play with at least 30 words.(C3)
3. Individually, relate the events in the play to at
least 1 event in real life. (C4)
Teaching aids: Summary (Worksheet), Envelope with graphic strips.
Moral values: Be kind and be helpful
 Stage/Time Teaching/Learning Activities Rationale Teaching Aids
Set 1. Teacher write the idiom To grasp the
Induction ‘LEND A HELPING HAND’ students’
(9.50am – on the white board. (30 attention.
9.55am) secs)
2. Teacher asks the students
to explain the meaning of
the idiom. (1 min)
3. Teacher asks questions to
the students. (3 mins)
 Have you ever help
a person in need?
 Do you feel happy
after helping a
person in need?
 Do you expect
anything in return
after helping a
person in need?
4. Teacher introduces topic
of the day. (30 secs)

Presentation 1. Teacher divides the To make sure - Summary

(9.55am – students into groups of the students (Worksheet)
10.15am) four. (20 secs) understand - Envelope with
2. Teacher distributes the the play. graphics strips
summary of the play to
every group. (20 secs)
3. Students are required to
read the summary silently.
(3 mins)
4. Teacher distributes an
envelope for the students.
Each envelope contains 14
graphic strips. (20 secs)
5. Each group is required to
arrange the graphic strips
into the correct sequence.
(5 mins)
6. A representative from
each group will have to
present their answers in
front of the class. (6 mins)
7. Teacher provides
feedback to students’
answers. (5 mins)
Practice 1. Teacher discusses the To reinforce
(10.15am – messages of the play with the input
10.25am, the students. (10 mins) given earlier.
12.30pm – 2. Students are then
12.45pm) required to write a simple
paragraph on the message
of the play. (6 mins)
3. Teacher picks 2 students
to have them present
their answers in front of
the class. (5 mins)
4. Teacher provides
feedback to the students.
(4 mins)

Production 1. Teacher asks the students To let

(12.45pm – to brainstorm and to students to
1.03pm) relate the events in the relate what
play to the events in real they have
life. (5 mins) studied to
2. Teacher asks 4 volunteers their real
to share their answers in lives.
front of the class. (8 mins)
3. Teacher provides
feedback to students’
answers. (5 mins)

Closure 1. Teacher asks what the To wrap up

(1.03pm – students have learnt. (2 the lesson.
1.05pm) mins)
Appendices
Summary (Worksheet)
Graphic Strips

1 2

3 4
5 6

7 8
9 10

11 12
13 14

15
 Graphic strips
Rebecca, a passer-by sees a man
lying in the street and stops to look.
Then she looks around and when
she sees that nobody is there, she
walks away.
Next, Patrick comes along and
wants to know if the man is dead.
He is unwillingly to help the man
but he tells Rebecca that she
should help because she is there
first.
David is annoyed and he tells
Patrick to wake the man up.
Patrick insists that Rebecca should
wake him up since she came first.
Rebecca and David retort that it is
not their duty to help.
The woman instructs David to get
an ambulance quickly. He tries to
refuse but she is firm and he goes.
Then, the woman instructs Patrick to take
the man’s pulse. Like an expert, Patrick
kneels down and takes his pulse and he
tries to listen to what the man is saying.
He hears the man asking for his pills.
But, she wants to see how he is so
she comes back and looks at the
man again. Perhaps she is guilty or
curious.
Then comes David and he notices
that the man is ill and sleeping.
Patrick came before David but he
instructs David to wake the man
up.
A woman in blue comes and kneels
down at once to help the man. David
and Rebecca try to stop her from
helping him. Rebecca then says that he
is not her problem. The woman gets
angry and tell her to keep quiet and
help. They should have helped the man
in distress instead of arguing.
Next, the woman urgently tells Rebeca
to get some water. Rebecca looks
angrily at her and asks her where to get
it. The woman points to a house
nearby. Rebecca goes meekly.
The woman instructs Patrick to look for
the pills in the man’s pocket. Patrick takes
out a bottle of pills and reads the writing
on it. The pills are for his heart when he is
ill. He needs to take one of them quickly.
 Patrick gives the man a pill with some
Rebecca is back with a glass of
water. Then he shows concern and asks
water. The woman tells Patrick to
how he feels. The man is a little better
give the man one of the pills with
now. Patrick was reluctant to help at first
some water. Patrick helps the man
but now he has done everything right. He
to sit up.
could have helped earlier.

The woman goes away unnoticed.

The ambulance comes. A doctor
David comes running and shouting
and nurse attend to the man
that the ambulance is coming. He
professionally. The man is Michael
too seems concerned. He asks how
Scott, the famous TV chef.
the man is.

The three passers-by praise themselves and take all the credit for saving the
man. They claim that the woman did not want to help and she just walked
away. They think without them, the man would have died. For them, it is
an important day because they have saved a famous TV personality. Finally,
they congratulate themselves for a job well done.
Reflection (14th July 2016)
On this day, I have a split-double period with 4V2. As for the first period,
some of them were a little bit uncooperative and noisy, so I got a little bit angry
during the first period with this class.
Then during the second period, I gave them some group activities. Some of
them really participated themselves in the group work, but some were there walking
around, and disturbing others.
Once again, some individual students who are giving me problem since the
first day of class. They do not seem to respect the lesson even when I am giving
input to them. As for today’s lesson, I emphasized on the importance of them
paying attention in class.
I talked to my Guru Pembimbing about this problem, that some of the
students are not cooperating in class, he gave me some constructive advises and said
that the egoistic in them might made them feels like they are the bad students and
that is why they are being placed in the vocational class.
After listening to my Guru Pembimbing, I told the students that what they
learn in vocational class is as useful as what the science stream students learn. I
hope they can understand what I said though.
I hope I would be able to control the problematic students in this class, it is
not going to be easy anyhow, but I will try my best because we are also learning as
we teach.
However, I found out that the boys in this class, they were excited to know if
they will get any reward if they are the first to finish the group work. Perhaps
rewarding system could be my first action research cycle’s topic? I shall see how
things go in the future. As for now, I just hope that I could control the disruptive
boys of this class.