FACULTY OF PSYCHOLOGY AND EDUCATION

HT06 TEACHING ENGLISH AS A SECOND LANGUAGE (TESL)

SESSION 1- 2023/2024

TE30203 TESL METHODOLOGY I

MICROTEACHING LESSON PLAN (GROUP 2)

SECTION NAME MATRIC NO.

A AUFILEA ANAK PAULUS BP21110360

B CHLOEY BETSY PAJOS BP21110359

C HANI MAYSARAH BINTI HABDIN BP21110374

D MICHELLE ANNE TAI BP21110376

E MUHAMMAD DANIAL HAZIQ BP21110094

F TERESA ANGGAS BP21110389

LECTURER:
DR. MEGAWATI SOEKARNO
SECTION A: AUFILEA PAULUS (BP21110360)

1.0 INTRODUCTION
Microteaching involves breaking down complicated skills or concepts into smaller, more
manageable chunks and practising them in short, concentrated sessions. Instead of
teaching everything at once, microteaching gives students small, progressive stages to
proficiency. Writing and reading are vital for academic and life success (Bloom & Brown,
2014). Students must comprehend complex materials and it must be clear and succinct.
Teachers will teach grammar, punctuation, sentence structure, paragraph organisation,
and reading comprehension to improve these skills. Grammar, punctuation, sentence
structure, paragraph organisation, and writing and editing their own materials will be
practised through exercises and activities. Anyone will face obstacles, but with practice,
they can become good writers and readers.

2.0 LESSON PLAN

SUBJECT : English

YEAR/FORM : 3

DURATION : 30 minutes

THEME : People and Culture

TOPIC : Diversity in Malaysia

FOCUS SKILL: L/S/R/W/LA : Main Skill: Writing

Complementary Skill: Reading

1
CONTENT STANDARD : Main skill: Writing
4.1 Communicate intelligibly through print and
digital media on familiar topics.

Complementary skill: Reading

3.2 Explore and expand ideas for personal
development by reading independently and
widely.

LEARNING STANDARD : Main skill (Writing)

4.1.3 Summarise the main points and explain key
details of a story, text, or plot.

Complementary skill (Reading)

3.2.1 Read, enjoy, and give a personal response to
fiction or non-fiction and other suitable print
and digital texts of interest.

LEARNING OBJECTIVES : By the end of the lesson, pupils will be able to:
1. Describe and appreciate the diversity of
Malaysia's culture, religion, and language.
2. Evaluate the impact of diversity on Malaysian
society and suggest ways to promote unity in
diversity.

CROSS-CURRICULAR : 1. Patriotism
ELEMENTS 2. Values

2
ACTIVITIES i. Pre-Lesson : 1. Activate prior knowledge by asking pupils if
they have heard of the term "diversity"
before and if so, what it means to them.
Write their responses on the board.
2. Explain to pupils that today's lesson will
focus on exploring the concept of diversity
and how it relates to their lives.
3. Show a video that represents diversity, such
as a video clip of people from different racial
and ethnic backgrounds working together.
Ask pupils to share their observations and
thoughts about the media presented.

ii. Lesson : 1. Give the pupils direct instruction like defining

Development diversity and explain its importance
nowadays. Use visual aids, such as diagrams
or infographics, to help pupils understand
the concept. Discuss how diversity can refer
to differences in language, culture, ethnicity,
religion, and food.
2. Next, divide pupils into small groups and give
each group a diversity scenario handout. Ask
each group to think of ways to respect and
accept their scenario's variety. Encourage
pupils to consider how their words and
actions affect others.
3. Additionally, have pupils create a diversity
infographic or tree map. Help them
communicate their opinions about diversity
creatively. Share student work and explore
how it pertains to diversity.

3
 iii. Post-Lesson : 1. Ask pupils to reflect on what they learned
during the lesson. Encourage them to think
about how they can apply the concepts of
diversity to their daily lives. Write down their
reflections on sticky notes or a chart paper.
2. Ask pupils for feedback on what they enjoy
the most and find challenging during the
lesson.
3. Conclude the class.

TEACHER’S REFLECTION :

4.0 Conclusion
In conclusion, the proposed lesson plan provides a comprehensive approach to
developing pupils’ appreciation and understanding of diversity in Malaysia, while
simultaneously improving their writing and reading skills. By focusing on the theme of
diversity, this lesson plan addresses several learning objectives that align with the
English subject curriculum and the People and Culture component of school curriculum.
The lesson plan includes interactive activities, discussion prompts, and hands-on projects
that cater to different learning styles and engages pupils in the learning process.
Furthermore, the cross-curricular elements of patriotism and values complement the
lesson plan and reinforce the importance of respecting and valuing diversity. Overall, the
proposed lesson plan is an effective tool for promoting inclusivity and fostering a sense
of community among pupils, while also providing a solid foundation for further learning
and development.

References:
Bloom, L., & Brown, J. S. (2014). Developing a growth mindset. American Psychologist, 69(7),
560-573.

Binsky, D. (2018). How Diverse Is Malaysia?! [Video file].

https://www.youtube.com/watch?v=sP7TQvNuz6I

4
SECTION B: CHLOEY BETSY PAJOS (BP21110359)

1.0 INTRODUCTION
According to Bikash et al. (2023), microteaching is a teacher training technique that
facilitates skill improvement under the guidance of experienced supervision, providing
valuable feedback supported by arguments and reasons. By undergoing this process,
pre-service teachers have the opportunity to develop and refine their teaching skills in a
controlled and supportive environment before teaching in a real-life classroom context.
Additionally, micro-teaching has some crucial elements that are needed to achieve
lesson outcomes. One of the elements is focusing on specific skills. For example, the
lesson plan in this part will focus on reading skills complemented by writing skills. Since
the Form 4 syllabus leans towards SPM preparation, teachers must expose their pupils to
the English SPM format. For example, through the execution of this lesson plan, teachers
can familiarise their students with a format similar to that of SPM English Paper 1.
However, it is important to note that in this particular lesson plan, the worksheet lacks
multiple-choice questions. This adjustment is made because the reading material in this
instance is shorter compared to the standard format.

2.0 LESSON PLAN

SUBJECT : English

YEAR/FORM : Form 4

DURATION : 30 minutes

THEME : Science and Technology

TOPIC : Inventions and Innovations

FOCUS SKILL: L/S/R/W/LA : Main Skill: Reading

Complementary Skill: Writing

1
CONTENT STANDARD
LEARNING STANDARD
LEARNING OBJECTIVES
CROSS-CURRICULAR ELEMENTS
ACTIVITIES i. Pre-lesson
: Main skill: Reading
3.1 Understand a variety of texts by using a range
of appropriate reading strategies to construct
meaning.
Complementary skill: Writing
4.1 Communicate intelligibly through print and
digital media on familiar topics
: Main skill (Reading)
3.1.2 Understand specific details and information in
extended texts on a wide range of familiar
topics.
Complementary skill (Writing)
4.1.5 Organise, sequence and develop ideas within
a text of several paragraphs on familiar
topics.
By the end of the lesson, pupils will be able to:
:
1. Correctly pronounce the bolded words in the
reading text
2. Correctly answer at least three (3) out of five
(5) information transfer-based questions.
: Science and Technology
Set Induction (5 minutes):
:
1. Pupils are assigned to watch a short animated
video: Great Innovators: "Thomas Edison and
the Light Bulb," by StoryBots | Netflix Jr
2. The teacher explains the lesson topic by
2
 relating it to the previous video.

ii. Lesson : Reading Activity (10 minutes):

Development 1. The teacher presents the reading material to
the class (refer to Table 1)
2. The teacher guides pupils to read aloud
simultaneously for the first reading.
3. The teacher instructs pupils to read by
themselves for the second reading.

Writing Activity (10 minutes):

1. After the reading activity, the teacher will
assign an information transfer task to the
pupils (refer to Table 2)
2. Following the task, the teacher will instruct
pupils to exchange their worksheets with one
another to check their peers’ answers and
make corrections.

iii. Post-Lesson : Closure (5 minutes):

(5 minutes)
1. Teacher select one pupil to spontaneously
share one of his/her favourite inventors and
their contribution to society.
2. The teacher wraps up the class.

TEACHER’S REFLECTION :

3
Table 1

The light bulb changed our world because we no longer needed natural light to work. It
made it possible for us to be productive at any time, day or night. Many inventors helped
create this new technology in the 1800s. Thomas Edison is seen as the main inventor
because, in 1879, he made a complete lighting system that included a generator, wiring, and
a carbon-filament bulb.

This invention brought electricity into homes in the Western world. It also unexpectedly
changed how people sleep. Instead of going to bed early and sleeping in parts throughout the
night, now most of us stay awake, except for the 7 to 8 hours we set aside for sleep. Ideally,
we try to sleep all at once.
Source: Live Science

Table 2
No. Question Answer

1. What invention transformed our world by eliminating

our reliance on natural light and allowing productivity
at any time of the day or night?

2. Who is credited as the primary inventor of the light

bulb, and why is Thomas Edison recognized for this
invention?

3. How did the introduction of the light bulb impact the

way people approached sleep patterns during the
night?

4. What components did Thomas Edison include in his

functional lighting system in 1879?

5. Besides providing light, what unexpected consequence

did the invention of the light bulb have on people's
daily routines, specifically regarding sleep?

4.0 Conclusion
As demonstrated in the lesson plan, microteaching is important for pre-service teachers
because it provides a structured and supportive environment for skill development,
feedback, and reflection. However, it is ultimately crucial to choose the right teaching
material according to the topic and theme to achieve the learning outcomes successfully.
Moreover, incorporating cross-curricular activities, such as Science and Technology,
encourages a holistic approach to learning. By integrating different subjects, pupils
develop a more comprehensive understanding of the lesson.

4
References:
Bikash.M., Pugazhenthan., Thangaraju. (2023). Microteaching: Overview and examination

evaluation. Indian Journal of Pharmacology, 55(4), 257–257.

https://doi.org/10.4103/ijp.ijp_912_21

‌Leggett. J., Wolchover. N. (2021). Top 10 Inventions That Saved the World. Live Science.

https://www.livescience.com/33749-top-10-inventions-changed-world.html#section-5-lig
ht-bulb

Netflix Jr. (2014). Great Innovators: "Thomas Edison and the Light Bulb," by StoryBots | Netflix
Jr. [Video]. https://youtu.be/b1lKwZTtzIY?si=B_1tMqKydJr22E6C

5
SECTION C: HANI MAYSARAH (BP21110374)

1.0 INTRODUCTION
According to Bağatur (2015), micro-teaching is a technique introduced by Dr.
Dwight Allen from Stanford University in the mid-1960s to assist pre-service teachers to
prepare themselves for their internship before entering the ‘real-world’ of the field and
since then it has been highly looked on in teacher education. By performing this process,
it will do a favour to the teachers in developing more systematic lesson plans for the
pupils while concentrating only on specific skills within each session. According to Singh
(2022), micro-teaching offers numerous benefits to pre-service teachers, concentrates
on honing and refining particular teaching skills, as well as minimising errors while
teaching. Emphasising on individual skills such as speaking and listening is vital for
promoting successful classroom and pupils engagement. Its versatility enables
pre-service teachers to change manoeuvers, adjust to different learning styles, and meet
the requirement of individual students. For instance, in this section, the lesson plan will
focus on speaking and listening skills, with speaking being the main skill complemented
by listening. The chosen topic for this lesson was selected based on the pupils' level and
assumed to be something enjoyable and interesting for them to learn within the given
30-minute period. However, there are little to no worksheets available related to this
topic on the internet for this lesson plan. Therefore, it is advisable for teachers to
prepare their own worksheets beforehand or utilise any materials available for both
teacher and pupils to use during the session, such as papers, coloured pencils, and
markers.

2.0 LESSON PLAN

SUBJECT : English

YEAR/FORM : 2

DURATION : 30 minutes

THEME : People and Culture

1
TOPIC : Traditional Attire and Clothing Styles

:
FOCUS SKILL: L/S/R/W/LA Main Skill: Speaking
Complementary Skill: Listening

:
CONTENT STANDARD Main skill: Speaking
2.4 Communicate appropriately to a small or
large group on familiar topics

Complementary skill: Listening

1.1 Understand the meaning in a variety of
familiar context

:
LEARNING STANDARD Main skill: Speaking
2.4.1 Communicate opinions or feelings about a
story, event or experience

Complementary skill: Listening

1.1.6 Understand with little or no support longer
simple narratives on a wide range of familiar
topics

:
LEARNING OBJECTIVES By the end of the lesson, pupils will be able to:
1. Identify and describe traditional attire from
different cultures.
2. Create a visual representation or description
of a chosen traditional attire.
3. Share and discuss their understanding of
various cultural clothing styles with peers.

:
CROSS-CURRICULAR 1. Patriotism and Citizenship
ELEMENTS 2. Values

2
ACTIVITIES i. Pre-lesson : 1. Start the class by asking the pupils about
(5 minutes) traditional attire from Malaysia and
worldwide.

2. Explain the concept of traditional clothing

and its significance across cultures,
emphasising diverse clothing styles globally.

Duration: 5 minutes

ii. Lesson : Activity 1: Exploring Traditional Attire

Development Diversity (10 minutes)
(20 minutes) 1. Display a set of images or a video showcasing
traditional attire from various cultures (e.g
Kimono, Hanbok, Saree, etc.).
2. While displaying the set of images or a video,
ask pupils to observe and choose one
traditional attire that intrigues them the most.
3. A few pupils will then share and describe their
chosen attire, elaborating on what they find
unique or intriguing.

Activity 2: Attire Representation (10 minutes)

1. Teachers will provide materials like
worksheets, coloured pencils, or markers.
2. In small groups, pupils create a visual
representation of the most intriguing
traditional attire.
3. Encourage them to highlight key features,
colours, patterns, or accessories defining the
attire.

3
 4. Pupils then present their representations and
explain their choices to the class or other
small groups.

Duration: 20 minutes

iii. Post-Lesson : 1. Recap the main points discussed during the

(5 minutes) activities.
2. Reflect on what pupils have learned about
diverse cultures through clothing and
emphasise the importance of respecting and
understanding cultural attire.

Duration: 5 minutes

:
TEACHER’S REFLECTION

4.0 CONCLUSION
To conclude, the lesson plan has provided an engaging way to learn about
‘People and Culture’ through the topic of ‘Traditional Attire and Clothing Styles’, all while
assisting in the development of pupils’ speaking and listening skills. As outlined in the
lesson plan, it incorporates discussions about the design, materials and significance of
traditional attire. This helps pupils apprehend how these special outfits serve
enlightenment into various cultures beyond Malaysia. This type of exploration boosts
cultural appreciation and exposes pupils to a more diverse cultural range. Moreover,
Howard Gardner theorised that studying traditional dress and creating similar activities
among students caters to several intelligences. Looking at these clothing, for instance,
helps verbal-linguistic learners. Activities include writing summaries and chatting about
clothing styles, as well as strengthening language skills and solidifying students’
vocabulary and comprehension. Furthermore, these classes build interpersonal
intelligences through collaborative discussions, fostering cooperation and understanding
among peers while planting ideals of teamwork and empathy.

4
REFERENCES:

Bağatur, S. (2015). Dismayed or Enchanted: ELT students’ perceptions towards microteaching.

Procedia - Social and Behavioral Sciences, 199, 770–776.

https://doi.org/10.1016/j.sbspro.2015.07.610

Singh, H. (2022, January 10). Advantages, Disadvantages & Importance Of Micro-teaching.

Harappa.

https://harappa.education/harappa-diaries/advantages-and-disadvantages-of-micro-teac

hing/

5
SECTION D: MICHELLE ANNE TAI (BP21110376)

1.0 INTRODUCTION
In the methodological context of Teaching English as a Second Language (TESL),
microteaching is a common technique used to assess various teaching strategies among
trainees in the field. Its goals are to foster trainee teachers in upskilling their art of
classroom management, differentiation, and successful lesson planning, alongside other
important developmental skills, such as time management. To complement these
objectives, a non-textbook lesson plan has been constructed and tailored specifically for
Malaysian Secondary Form 1 pupils. The relevant standards align with those as listed in
the National Secondary School Standards-based Curriculum and Assessment Document
(DSKP). The lesson plan sets its focus on raising awareness among pupils about the
significance of digital footprint and safety, which is a prevalent topic especially in the
youth today. Digital footprint is crucial to be taught and understood, and netizens should
be aware that their online activities stay permanent on the Internet (Tengku Siti Meriam
Tengku Wook et al., 2019). This topic also conveniently falls under the existing theme of
Science and Technology. Through its set of speaking and listening activities for an
allocated time of 30 minutes, this lesson plan aims to achieve the instructional design
goal of microteaching in TESL methodology and education.

2.0 LESSON PLAN

SUBJECT : English

YEAR/FORM : 1

DURATION : 30 minutes

THEME : Science and Technology

TOPIC : Digital Footprint and Safety

1
FOCUS SKILL: L/S/R/W/LA : Main Skill: Speaking
Complementary Skill: Listening

CONTENT STANDARD : Main skill: Speaking

2.4 Communicate appropriately to a small or large
group on familiar topics

Complementary skill: Listening

1.1 Understand meaning in a variety of familiar
contexts

LEARNING STANDARD : Main skill: Speaking

2.4.1 Narrate short stories, events and experiences

Complementary skill: Listening

1.1.1 Understand with little or no support the main
ideas in simple longer texts on a range of
familiar topics

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

LEARNING OBJECTIVES :
1. Correctly answer at least three (3) out of
four (4) questions from the Listening Activity
Worksheet.
2. Provide appropriate answers for the four (4)
guided questions in the Speaking Activity
Instructions.
3. Provide appropriate oral feedback based on
the five (5) criteria in the Reflection
Instructions.

CROSS-CURRICULAR ELEMENTS : Science and Technology

2
 Set Induction:
ACTIVITIES i. Pre-Lesson :
1. Teacher shows pupils some logos of popular
(5 minutes)
social media platforms.
2. Teacher initiates brief discussion on online
activities.

Listening Activity (Individual - 5 minutes):

ii. Lesson :
1. Teacher distributes video-based worksheets to
Development
pupils.
(15 minutes)
2. Pupils watch a video on digital footprint.
3. Pupils complete their own worksheets.

Speaking Activity (Group Presentation - 10 minutes):

1. Teacher divides pupils into groups of 5.
2. In groups, pupils discuss the questions from
the instructions.
3. Each group takes turns to share their
gathered findings to the class.

Reflection (Oral Peer Evaluation):

iii. Post-Lesson :
1. Teacher provides instruction for peer
(10 minutes)
evaluation by group.
2. Teacher assigns one group for each to assess.
3. Each group takes turns to provide feedback
on their assigned group’s presentation.
4. Teacher provides brief overall remarks for
each group.

TEACHER’S REFLECTION :

Listening Activity Worksheet: Follow the Digital Trail [Video]

Read all the questions below, and listen to the dialogue between two friends from the video.
Then, answer the following questions.

3
 1. Where does the speaker say the footprints are coming from?
a) The playground.
b) Online.
c) The forest.

2. What does the speaker mean by "digital footprints"?

a) Traces on the ground.
b) Traces left by people.
c) Traces on the internet.

3. What advice does the speaker give about sharing personal information
online?
a) It is okay to share everything.
b) Only share private information.
c) Avoid sharing private information.

4. Why does the speaker say it is essential to be safe, responsible, and

respectful online?
a) To impress our friends about our hobbies.
b) To create a mystery about ourselves.
c) To avoid problems and be a good digital citizen.

Speaking Activity (Group Presentation) Instructions:

Discuss with your own group about your own digital footprint, and its possible
consequences. Then, summarise your findings as a group. Use these questions to gather
your findings:

1. Where do you leave your digital footprints? (Example: TikTok)

2. What do you share online?
3. Who might see your online activity?
4. Why is it important to be careful online? (State one reason only)
5. How can you be safe, responsible, and respectful online?

4
 Reflection (Oral Peer Evaluation) Instructions:
Please give a short feedback to your assigned group based on these criteria:

1. How easy was it to understand their presentation?

2. Did the speakers talk clear and loud enough in the class to hear?
3. Did the speakers talk at a good speed, or were they too fast, or too slow?
4. What is one thing you learned from their presentation?
5. Did you like their presentation?

4.0 Conclusion
In summary, the proposed lesson plan incorporates the essential elements necessary for
a comprehensive and effective learning experience as highlighted in the concept of
microteaching, which ultimately becomes the primary focus for teachers in their
interaction with pupils. The chosen topic for this non-textbook lesson allows for higher
participation from the classroom, as pupils should be able to relate it with their own
online habits and behaviours on the internet. They are also encouraged to practise their
speaking skills through the execution of group activities, which would result in the
enhancement of their communicative and collaborative abilities as individuals. Paired
with the appropriate differentiation strategy, teachers will also be able to tailor their
approach to meet the diverse needs of their classroom. Substantially, the inclusivity of
this lesson plan offers teachers the advantage to facilitate their pupils’ language learning
by making the experience stimulating and interactive for them. Hence, it is extremely
crucial to consider the strengths of both pupils and teachers alike in the stage of lesson
planning. This mindful approach, although meticulous, has the potential to influence the
overall efficacy of the lesson.

References:

Common Sense Education. (2019, August 8). Follow the digital trail [Video]. YouTube.
https://www.youtube.com/watch?v=7bRZdUtmH8k

Tengku Siti Meriam Tengku Wook, Hazura Mohamed, Siti Fadzilah Mat Noor, & Zurina Muda.
(2019). Awareness of digital footprint management in the new media amongst youth.
Malaysian Journal of Communication, 35(3), 407–421.

5
SECTION E: MUHAMMAD DANIAL HAZIQ (BP21110094)

1.0 INTRODUCTION
Microteaching is a teacher training technique for learning teaching skills. It employs real
teaching situations for developing skills and helps to get deeper knowledge regarding
the art of teaching (Rahayu and Siregar, 2018). Micro lessons help student teachers to
practise how to teach and test teaching theories that they have learnt in a scaled down
(Msimanga, 2020). The 30-minute English language lesson plan below has been built
and tailored specifically for Malaysian Secondary Form 1 students as part of this
microteaching process, with standards based on the National Secondary School
Standards-based Curriculum and Assessment Document (DSKP). Its goal is to raise
student awareness about digital footprint and safety, which conveniently falls under the
Science and Technology theme. This lesson plan's set of speaking and listening activities
aims to depict the outcome of effective microteaching in TESL methodology and
education.

2.0 LESSON PLAN

SUBJECT : English

YEAR/FORM : 1

DURATION : 30 minutes

THEME : Health and Environment

TOPIC : Smoking and Vaping

FOCUS SKILL: L/S/R/W/LA : Main Skill: Listening

Complementary Skill: Speaking

1
CONTENT STANDARD : Main skill: Listening
1.1 Understand meaning in a variety of familiar
contexts

Complementary skill: Speaking

2.1 Communicate information, ideas, opinions and
feelings intelligibly on familiar topics

LEARNING STANDARD : Main skill: Listening

1.1.1 Understand with little or no support the main
ideas in simple longer texts on a range of
familiar topics

Complementary skill: Speaking

2.1.4 Explain and give reasons for simple advice

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

LEARNING OBJECTIVES
:
1. Know why smoking and vaping will affect
people’s health.
2. Pupils will improve their listening skills by
recognizing at least 10 new words from
YouTube's audio text clearly.
3. Pupils will develop their speaking skills by
expressing their opinions on smoking and
vaping.

CROSS-CURRICULAR ELEMENTS : Science and Technology

i. Pre-Lesson Set Induction:

ACTIVITIES :
(5 minutes) 1. Activate prior knowledge by asking pupils if
they have some knowledge about cigarettes

2
 and vaping, and if so how do you use it. Write
their responses on the board.
2. Explain to pupils that today's lesson will focus
on smoking and vaping and how it affects
their lives.

ii. Lesson Listening Activity (5 minutes):

:
Development 1. Pupils are assigned to watch a short animated
(20 minutes) video titled, Electronic Cigarettes and Vaping
by David Geffen School of Medicine at UCLA
Electronic Cigarettes and Vaping

Speaking Activity (15 minutes):

1. Teacher then divides pupils into small groups
and provides them with materials such as
manila cardboard and marker pen. Each
group will produce a bubble map plan on how
to prevent underage from smoking and
vaping.
2. Each group will present their plan in front of
their friends in the English language.
3. Other groups are encouraged to ask the
presenter about the effectiveness of their plan
or disagree entirely.
4. The winner will be decided by the most votes
from the other groups.

iii. Post-Lesson 1. Teacher ask pupils to reflect on what they

:
(5 minutes) learned during the lesson. Remind them to
think about how cigarettes and vapes can
damage your health.
2. Teacher selects one pupil to spontaneously
answer questions.

3
 3. Conclude the class.

TEACHER’S REFLECTION :

4.0 Conclusion
In conclusion, the suggested lesson plan offers a holistic strategy to cultivate students'
awareness and comprehension of the issues surrounding smoking and vaping,
concurrently refining their speaking and listening skills. Centred around the theme of
smoking and vaping, this lesson plan adeptly addresses key learning objectives that
align with the English subject curriculum and, notably, health education within the school
curriculum. The plan integrates a variety of interactive activities, discussion prompts, and
group projects to cater to diverse learning styles, ensuring active engagement and
participation among students. Through this approach, students are able to improve their
listening and speaking skills beyond their potential.

References:

Msimanga, M. R. (2020). The impact of micro teaching lessons on teacher professional

skills: Some reflections from South African Student Teachers. International Journal of
Higher Education, 10(2), 164. https://doi.org/10.5430/ijhe.v10n2p164

Rahayu, P., & Siregar, S. D. (2018). TEACHING STRATEGIES IN STUDENTS’ MICRO

TEACHING PERFORMANCE. ENGLISH LANGUAGE TEACHING AND RESEARCH .
https://doi.org/https://ejournal.unp.ac.id/index.php/eltar/article/view/102664/101051

4
SECTION F: TERESA ANGGAS (BP21110389)

1.0 INTRODUCTION
According to Remesh (2012), microteaching is considered a well-known teacher training
method where teachers have a chance to hone their teaching by focusing on many small
activities known as teaching skills. This method can also give teachers real-time teaching
experiences and can assist pupils in their education. One of the elements of
microteaching is teaching specific skills. For example, reading and writing. According to
Al-Jarf (2021) and Dadzie (2008) cited in Karunaratne and Navaratne (2023), reading is
a complex cognitive process that involves understanding words presented in a textual
format. It enables readers to expand their knowledge for academic success and personal
development. Hence, both reading and writing are viewed as language skills that are
interrelated with each other (Aktaş et al, 2023). These two language skills will be
practised by introducing pupils to activities such as reading a Malaysian folktale text
while highlighting the main points to understand the text clearly and writing where the
pupils will have to write a summary of the Malaysian folktale text to capture whether
they understand the text from reading.

2.0 LESSON PLAN

SUBJECT : English

YEAR/FORM : 3

DURATION : 30 minutes

THEME : People and Culture

TOPIC : Malaysian Folktales and Legends

FOCUS SKILL: L/S/R/W/LA : Main Skill: Reading

Complementary Skill: Writing

1
CONTENT STANDARD : Main skill: Reading
3.1 Understand a variety of texts by using a
range of appropriate reading strategies to
construct meaning

Complementary skill: Writing

4.1 Communicate intelligibly through print and
digital media on familiar topics

LEARNING STANDARD : Main skill: Reading

3.1.1 Understand the main points in longer texts
on an increased range of familiar topics

Complementary skill: Writing

LEARNING OBJECTIVES
4.1.3 Summarise the main points and explain key
details in of a story, text or plot
By the end of the lesson, pupils will be able to:
:
1. Identify the main points of the Malaysian
folktale text
2. Summarise the Malaysian folktale text

CROSS-CURRICULAR : ● Values
ELEMENTS ● Patriotism

i. Pre-lesson Brainstorming session:

ACTIVITIES :
(5 minutes) 1. Activate prior knowledge by asking pupils if
they know any Malaysian folktales or
legends. Writes on the whiteboard based on
pupil’s answers.
2. Explain to pupils that today's lesson will
focus on Malaysian folktales and legends.

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 ii. Lesson : Reading session (10 minutes):
Development 1. Pupils are divided into smaller groups and
(20 minutes) are given a Malaysian folktale text “The
Devouring Rock”.
2. Ask pupils to read the text and highlight the
main points for 10 minutes.

Writing session (10 minutes):

1. In their groups, ask pupils to write a 50-word
summary of the text.
2. Ask pupils to submit their summary.

iii. Post-Lesson Reflection (5 minutes):

:
(5 minutes) 1. Ask the pupils how they feel about the
Malaysian folktale and what values can they
learn from it.

TEACHER’S REFLECTION :

4.0 Conclusion
In conclusion, the proposed lesson plan offers a holistic approach to improving pupils’
reading and writing skills, focusing on identifying the main points in a text and
summarising it. Additionally, it fosters an appreciation for Malaysian folktales and culture.
The reading activity, where pupils highlight main points, helps them grasp the folktale's
essence while writing summaries reinforces their understanding. Centering the theme on
People and Culture ensures pupils are engaged and connected to the lesson. Group
work, on the other hand, facilitates collaborative learning, and the inclusion of patriotism
and values aligns with the lesson's objective of appreciating Malaysian culture and
folktales. Overall, this well-rounded lesson plan effectively promotes both cultural
appreciation and language skills.

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References:
Aktaş, N., Özdemir, E. Ç., & Özgül, B. K. (2023). The Relationship between Reading

Comprehension and Writing Skills of Fourth Grade Students and Their Motivation to Read

and Write. International Journal of Educational Research Review, 8(2).

http://dx.doi.org/10.24331/ijere.1202499

Karunaratne, S. K., & Navaratne, H. L. (2023). The Impact of the Reading Habit on the Writing

Skills of Primary Students. Studies in Linguistics and Literature, 7(4), p15.

http://dx.doi.org/10.22158/sll.v7n4p15

Menon, N. (2021, December 13). The Devouring Rock - Flip eBook Pages 1-10. AnyFlip.

https://anyflip.com/ocyjj/anjq/basic

Remesh, A. (2012). Microteaching, an efficient technique for learning effective teaching. Journal

of Research in Medical Sciences, 18(2), p158.

https://www.researchgate.net/publication/368287403_Microteaching_an_efficient_techni
que_for_learning_effective_teaching