UNIT PENGAJIAN INGGERIS

JABATAN BAHASA
IPG KAMPUS PULAU PINANG

LESSON PLAN

T & L Details
Subject English

Date 12/09/2023

Time 8.40 – 9.40

Class 4 Nilam

Number of Pupils 29

Theme World of Self, Family and Friends

Topic Module 4 - Celebrations

Focus Skills: L/S/R/W/LA Reading/ Writing

Pupils’ Prior Knowledge Pupils already know the basic about

future planned actions sentence

structure.

Content Standard Main:

R 3.2 Understand a variety of linear and

non-linear print and digital texts by
using appropriate reading strategies

Complementary:

W 4.2 Communicate basic information

intelligibly for a range of purposes in
 print in digital media

Learning Standard Main:

R 3.2.1 Understand the main idea of

simple texts of one or two paragraphs

Complementary:

W 4.2.1 Explain and give reasons for

simple opinions

Learning Objectives Main: By the end of the lesson, pupils will

be able to express and give reasons for

simple opinions based on a longer reading

text.

Complementary: By the end of the lesson,

pupils should be able to write 3 out 5 simple

sentences using correct language structure

based on a longer reading text.

Success Criteria Pupils can:

a. express and give reasons for simple

opinions based on a longer reading text

correctly.

b. write simple sentences using language

structure correctly based on a longer

reading text correctly.

Assessment Assessment

Thinking Skills (KBAT) Critical and creative thinking skills

Cross Curricular Elements (EMK) Values

Moral values Self-reliance, Rationality

1. Independent
 2. Open minded and able to think logically

Teaching Materials Worksheets, LCD projector, Codebreaker

Sheets, Picture Cards, Video Clip

ASPECTS OF TEACHER’S GUIDANCE

Focused Theme During Supervision “What does he want to be? He want to be a soldier
because..”

Elements of guidance
Soft Skills (KI) CS : Cooperative skills, communicative
skills

New Pedagogies (PMI) Pupil centered

Stages Content Teaching and Learning Remarks

Activities
SET INDUCTION Multiple
(5 minutes) 1. Pupils instructed Intelligence
- Visual-
by the teacher to
Video Clip used spatial
during the lesson. watch a video clip
and understand
Thinking Skills
the video. - Critical and
creative
2. A pupil is to be
thinking
selected randomly skills.
to explain what
Teaching Aids
he/she - Video Clip
understands about
the video.
PRE - READING 1. Pupils are Multiple
(15 minutes) Intelligence
instructed to not do
Pupils are to use - Visual-
the codebreaker anything with the spatial
sheets (Appendix
codebreaker
1) to break the Thinking Skills
following code: sheets. - Critical and
creative
2. Pupils instructed
23 8 1 20 1185 thinking
251521 7159147 by the teacher to skills.
2015 25 “What
distribute the
are you going to Teaching Aids
 be?” codebreaker - Codebreaker
Sheet
sheets to their
(Appendix 1)
peers in the class. - LCD
Projector
3. Teacher shows a
set of codes to the
pupils on the LCD
screen.
4. Pupils are
instructed to break
the code using the
codebreaker
provided.
5. Pupils say the
phrases of the
codes that they
break.

WHILE – Teacher talks Activity 1: My occupation Multiple

READING AND Intelligence
about occupation:
WRITING - Verbal-
(20 Minutes) 1. Teacher talks linguistic
My father used to about occupation.
be an officer in 2. Pupils are asked Thinking Skills
- Critical and
the law what they want to
creative
enforcement and be when they are thinking
skills.
now he is retired. grow up.
3. Teacher introduces Teaching Aids
- Picture
Teacher asks the language
Cards
pupils what they structure on the (Appendix 2)
- LCD
want to be when LCD.
Projector
they grow up. - Worksheets
(Appendix 3
& 4)
What do you want Activity 2: Card Shuffle
to be when you
are an adult? 1. Pupils are divided
into pairs.
Language 2. Teacher shuffles
Structure: flashcards
containing picture
What are you of an occupation.
going to be when 3. Pupils are
you grow up? instructed to pick a
flashcard at
What does he random.
want to be when 4. Pupils are
he grows up? instructed to ask
their pair questions
I am going to be a based on the
teacher because I flashcard.
like to be a 5. Pupils are
teacher. instructed to
answer their pair’s
He is going to be questions using
a teacher the language
Because he likes structure.
to be a teacher. 6. Pupils are to write
down both of their
Pupils are to ask exchange in
questions based exercise book.
on the picture of 7. Teacher randomly
occupation on the asks questions
flashcard based on the
(Appendix 2) language
using the structure.
language
structure taught in
Activity 1. Activity 3: Worksheets

1. Teacher gives the

 Examples: pupils a worksheet
each depending on
Pupil A: What are their level.
you going to be 2. There are two
when you grow different types of
up? worksheets. The
advanced learner
Pupil B: I want to will be given a
be a Police worksheet with
Officer because I harder questions
like to catch to answer.
criminals. Meanwhile, the
weaker learner will
Teacher: What be given an easier
does he want to worksheet and
be when he support will be
grows up? provided.
3. Then, discuss the
Pupil A: He wants answers together
to be a police and pupils mark
officer so that he their peers’
can catch answers.
criminals.

Advanced
learners’
worksheet
(Appendix 3)
Weak learners’
worksheet
(Appendix 4)

POST – Live worksheet 1. As the class will be Multiple

READING Intelligence
activity held in the
(15 minutes) - Visual-
(Remedial) computer lab, spatial
(Appendix 5) teacher prepares a
link for the pupils Thinking Skills
 to test their further - Critical and
creative
understanding
thinking
about the topic. skills.
2. Pupils are
Teaching Aids
demonstrated on - Live
Worksheet
how to use the
(Appendix 5)
computer and
answer the live
worksheet on the
Internet.
3. Pupils then
answers the
questions by the
allocated time.
CLOSURE What have you 1. Pupils share what Multiple
(5 minutes) Intelligence
learned today? have they learned
- Verbal-
that day. linguistic
Expected 2. Teacher recaps the
Answer: knowledge learned Thinking Skills
- Critical and
I have learned to in the lesson using
creative
write and talk a song. thinking
skills.
about what I want 3. Pupils sing along
to be using the to the song. Teaching Aids
- Youtube
correct structure. 4. After that, teacher
video (audio-
distributes another visual song)
- LCD
Extra worksheets: worksheet which is
Projector
Enrichment: enrichment activity - Extra
worksheet
Refer to Appendix to have it as
as
6 homework. homework
(Appendix 6)

Teacher’s Reflection:

Today's English lesson focused on the theme of "Celebrations" within the broader context of
"World of Self, Family, and Friends." We had 29 students in the fourth-grade class, and our
main goals were to develop their reading and writing skills, particularly their ability to express
opinions and write sentences based on a longer reading text. Here are my reflections on the
lesson:
Set Induction:
The use of a video clip was an effective way to start the lesson. It catered to visual-spatial
intelligence and engaged the students' critical and creative thinking skills. Selecting a
student randomly to explain what they understood from the video was a good idea to ensure
active participation.

Lesson Development - Pre-Reading:

The activity involving the codebreaker sheets was an interesting way to prepare students for
the upcoming reading activity. It required critical and creative thinking skills. However,
ensuring clear instructions and understanding among students while distributing the sheets
is important to avoid confusion.

Lesson Development - While Reading and Writing:

The teacher effectively introduced the topic of occupations and future plans. The language
structure was introduced clearly, and examples were provided. The use of flashcards with
pictures of occupations added a visual element to the lesson, appealing to verbal-linguistic
intelligence. The activity where students asked and answered questions based on the
flashcards promoted active engagement and application of the language structure.

The differentiation of worksheets based on students' levels was a thoughtful approach to

accommodate diverse learners. The teacher's plan to provide support to weaker learners is
commendable.

Post-Reading:
Using the computer lab for a live worksheet activity was a good idea to integrate technology
and assess students' understanding. However, it's essential to ensure that all students are
comfortable with the technology and that they have access to the necessary resources.

Closure:
The teacher's choice to have students share what they learned and recap the lesson using a
song was a nice way to reinforce the key points. Distributing an enrichment worksheet as
homework was a good way to extend learning beyond the classroom.

Overall, the lesson was well-structured and catered to different learning styles and abilities.
The teacher demonstrated an understanding of the students' needs and applied a student-
centered approach effectively.

Cooperating Teacher’s / Supervisor’s Comments:

APPENDIXES
Appendix 1 (Codebreaker Sheet)
Appendix 2 (Flashcards)
Appendix 3 (Advanced Learners’ Worksheet)
Appendix 4 (Weak Learners’ Worksheet)
Appendix 5 (Remedial - Live worksheet)
https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/
Jobs_and_occupations/What_Do_You_Want_To_Be_gn85022ro
Appendix 6 (Enrichment Worksheet)