creative and innovative lesson plans and teaching materials
TRANSCRIPT
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1.0 PREFACE
2.0 ACKNOWLEDGEMENT
3.0 THE WRITERS
4.0 LESSON PLAN 1: SCIENCE & TECHNOLOGY
5.0 LESSON PLAN 2: USING SONG AS PROMPT TO NARRATIVE ESSAY WRITING
6.0 LESSON PLAN 3: COMIC STRIP MAKING IN TEACHING LITERATURE 1
7.0 LESSON PLAN 4: COMIC STRIP MAKING IN TEACHING LITERATURE 1
8.0 LESSON PLAN 5: FRIENDS, COUNTRYMEN
9.0 LESSON PLAN 6: CHARACTERS AND TRAITS IN THE DRAMA RUMPELSTILTSKIN
10.0 LESSON PLAN 7: PEOPLE: WE DID IT!
11.0 CONCLUSION
CONTENT
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PREFACE
These creative & innovative lesson plans and teaching
materials are prepared to give some teaching ideas to the
teachers of English Language in Jempol and Jelebu districts.
This book is also prepared to help upgrade the English
Language results in all secondary schools in Jempol and Jelebu
districts.
The lessons chosen are based on the national curriculum
specifications. Materials used are suitable for various student
backgrounds in the districts.
Cik Norshahida binti Shaarim
District English Language Officer
Pejabat Pendidikan Daerah Jempol & Jelebu
January 2014
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ACKNOWLEDGEMENTS
We would like to thank all the English Language teachers
who have contributed their lesson plans in this book.
Despite their hectic routines at schools and homes, they
still managed to come up with these wonderful lesson plans.
Thank you for your contributions and may God bless you.
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THE WRITERS
1. PUAN MASZALINA BT OTHMAN
SMK SERI JEMPOL
2. PUAN MARTINA BONG
SMK UNDANG JELEBU
3. PUAN NORHASLINA BT MANAP
SMK PALONG SEBELAS
4. PUAN RIMAMELATI BT SHAMSUDIN
SMK SERI PERPATIH
5. PUAN NOOR RAIHAN FATIN BT RUSLAN
SMA HAJI MUHAMAD
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FORM: 4A
TIME: 9.40-11.00
DURATION; 1 HOUR 30 MINUTES
TOPIC: SCIENCE AND TECHNOLOGY
LEARNING OUTCOMES:
2.0 Presenting information by:
2.3 a (viii) Applying process writing skills.
Specific Objectives: Students should be able to :
1. Describe objects using suitable adjectives.
2. Write a descriptive essay
3. Present the assigned paragraph.
Set Induction(5 minutes)
1. Teacher recaps on adjectives.
2. Teacher assigns students to groups of 3.
Pre-Writing- Activity 1(25 minutes)
3. Teacher gives a paper bag to each group. (A mystery item in each paper bag)
4. Students guess the item inside the paper bag by describing the items using suitable adjectives.
5. Students draw the outline of their palm on a piece of paper. Each finger represents a sense. (touch,
taste, sight, sound, smell)
6. Students write the descriptions according to the senses.
7. Groups present their descriptions and guesses on the mystery item.
8. Teacher sums up the activity
While-Writing- Activity 2 (25 minutes)
9. Teacher distributes the essay question.
10. Teacher explains the question and the arrangement of points.
11. Teacher relates the previous activity with the writing task.
12. Students are assigned with a paragraph. ( introduction, contents, conclusion)
13. Students jot down the points using the palm method and consult the teacher.
14. Students write their paragraph.
15. Teacher monitors students work.
16. Students write their paragraph on a mahjong paper.
Post-Writing-Activity 3 (20 minutes)
17. Students present their paragraph.
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18. Students from other groups check for errors.
Conclusion (5 minutes)
19. Teacher sums the activity and students copy down the completed essay in their essay book.
Enrichment activity:
Students are asked to find information on recycling.
Learning achievement:
_______________________________________________________________________________________
_____________________________________________________________________________
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Worksheet 1
DESCRIPTIVE ESSAY
Q: Describe a festival celebrated in your area.
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Lesson plan: Using song as prompt to narrative essay writing
1. Class: Form 4/Form 5
2. Time: 80 mins
3. Level: Intermediate
4. Theme: People
5. Learning outcome: Students should be able to:
2.1 Obtain information for different purposes by
a. listening to spoken texts such as talks, speeches and viewing television
documentaries
2.3 Present information by f. composing an essay
6. Objectives: At the end of the lesson, students should be able to
a. listen to a song and discuss about possible reasons for the disagreement between a
parent and his/her child/children (based on the song)
b. talk about generation gap existing between parents and children
c. discuss and present a plot of a story with similar theme to the song
d. write a narrative essay
7. Previous knowledge: Teacher has taught students about the classic plot in narrative
writing.
8. Teaching materials: Mahjong paper, worksheet 1 and 2, CD/MP3 player or a laptop with
speaker
No Stage Description of procedures Comment
1 Set induction (3-5 mins mins)
Lead in questions asking about certain rules that students dislike at home and why
Qs: What are certain rules at home that you disagree with or dislike? Why?
2 Development stage: 5 mins
Listen to a song : Perfect by Simple Plan and fill in the blanks
* Blank out important parts that lead to issue that teacher wants to highlight * Ask students to listen and fill in the blanks
3 Development stage: 5 mins
Discuss the answers. * Call out students to give their answers. (exchange papers etc)
4 Development stage: 10 mins
Discussion of possible meaning of song
* Let students predict possible reasons for the disagreement between father and son Eg. Over career choice etc.
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5 Development stage: (Brainstorming) 20 mins - Group discussion (3 in a group)
Plot discussion give the classic plot diagram to students and outline as guide
* Students discuss a plot for their narrative essay on a disagreement between a parent and his/her child
6 Development stage: Presentation 15 mins
Each group is given 2-3 mins to present
7 Development stage: 10 mins
Further elaboration on the plot (adding more details or words to help writing an essay)
Students get into their groups again and brainstorm for further details for their essay.
8 Writing - 10 mins Students write the first paragraph of their essay
Teacher give a beginning line to help students (optional) Eg. I could not remember the last time I talk to my dad.... Ending line: I am glad that I had decided to follow my dream so many years ago.
The whole essay writing can be assigned as homework or to be shared in class.
Writing of essay (end product) is an individual work. Students work in group to brainstorm
for ideas.
Teacher can also continue with the class/peer editing in the next lesson.
Suggested topics in Form 4 and Form 5 syllabus
Form 4 Portrait of Young people (Chapter 2)
Form 5 Career Choice
Other variations/improvisations of activity:
1. - Groups are given different song lyrics with different issues or story lines
e.g separation in family
motivating songs (from parents to child)
conflict between best friends
environmental issues
world issues war etc
- Each group create a story based on the issues assigned to their groups
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Worksheet 1
"Perfect"
Hey dad look at me Think back and talk to me
Did I _____ ____ according to ______? And do you think ____ ________ ______ ______ ______ ________ I
wanna do? But it hurts when you _______________ all along
** And now I try hard to make it I just wanna make you _________
I'm never gonna be ______ _______for you Can't pretend that
I'm alright And you _____ ___________ me
** 'Cause we lost it all
Nothing lasts forever I'm sorry
I ______ be ________ Now it's just too late and
We can't go back I'm sorry
I _______ be _________
I try not to think
About the pain I feel inside Did you know you used to be my hero?
All the days you spent with me Now seem so far away
And it feels like you don't care anymore
Repeat **
Nothing's gonna change the things that you said Nothing's gonna make this right again (right again)
Please don't turn your back I can't believe it's hard
Just to talk to you
But you don't understand (you don't understand)
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Answer
Perfect
Hey dad look at me
Think back and talk to me Did I turn out according to plan?
And do you think Im wasting my time doing things I wanna do? But it hurts when you disapprove all along
** And now I try hard to make it
I just wanna make you proud I'm never gonna be good enough for you
Can't pretend that I'm alright
And you cant change me
** 'Cause we lost it all
Nothing lasts forever I'm sorry
I cant be perfect Now it's just too late and
We can't go back I'm sorry
I cant be perfect
I try not to think About the pain I feel inside
Did you know you used to be my hero? All the days you spent with me
Now seem so far away And it feels like you don't care anymore
Repeat **
Nothing's gonna change the things that you said Nothing's gonna make this right again (right again)
Please don't turn your back I can't believe it's hard
Just to talk to you But you don't understand (you don't understand)
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Worksheet 2
Story plot
Character (s) : 1.
2.
3.
Setting :
Conflic :
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Example:
Story plot
Character (s) : 1. Melissa
2. Father
3. Mother
4. Sister
Setting : Year 2013 (Melissa got her SPM results)
Year 2023 (Melissa a successful and internationally acclaimed dancer)
Conflic : Deciding over career to be a dancer or a doctor as her parents wished
2023 taking her bow on
stage to a standing ovation
*Flashback
2013 SPM results
- Straight As
- So happy
Parents happy
- talked about applying
into prestigious medical
universities
- unhappy
- had a row
- pursue own career
choice professional
dancer
10 years later present
time successful parents
proud
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Lesson Plan Comic Strip making in Teaching Literature
Lesson 1 Teach the convention of Comic Strip Making
Time: 40 mins
Level: From weak to advance
Rationale: To teach students the steps involved in producing comic strips.
Objectives: At the end of the lesson, students should be able to produce sample comic
strips based on description given.
**Note: Students are not expected to produce perfect illustration of comic. Some students may not
have the talent to draw. Accept even match stick people illustrated by students who cannot draw
proper comic figures.
STEP Description Comment
1 Set induction teacher bring to class sample of comic strips cut from newspapers or teacher can
ask students to bring comic strips cut from
newspapers or magazines to class.
*Ask students about their
favourite comic and why
they love to read comic.
- easy to understand
- clear illustration
- graphic
2 Introduce the convention of comic strip making.
(refer to appendix)
*Explain and show how to
make comic strip
3 Pair work assign each pair with a short description that they have to illustrate in comic
form. (Refer to appendix)
4 Display students work and ask them to identify the conventions used
Eg. Types of shots
Sounds
Movements etc
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APPENDIX 1
1. Speech balloons
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APPENDIX 2
2. Shots
- Long shots
- medium shot
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APPENDIX 3
- extreme long shot
- Close up
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APPENDIX 4
- extreme close up
- detail shot
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APPENDIX 5
3. Movement
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APPENDIX 6
4. Symbols
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APPENDIX 7
5. Silhouette
6. Sound Effects
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****pow*****
whoosh
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APPENDIX 8
7. Caption
Mr. Grump always feared the world would end on a Friday
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APPENDIX 9
8. Panel
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APPENDIX 10
1. The door closed with a loud bang.
2. His eyes widened in shock.
3. In the dim light, she only saw the silhouette of an old lady.
4. The two of them were relaxing under a shady tree.
5. Mr Tee was so angry that words failed him. (symbol $%#@*&%$)
6. He stepped on a banana peel and fell backward.
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Lesson Plan Comic Strip making in Teaching Literature
Lesson 2 Using Comic Strip to teach Literature
Time: 80 mins
Level: From weak to advance
Rationale: To gauge students understanding of the literary text taught.
Learning outcomes: 3.2 Express themselves creatively and imaginatively by
b. Retelling a story form a different point of view, and
presenting it in another genre;
Objectives: At the end of the lesson, students should be able to produce comic strips
based on the literary text given.
Previous knowledge : Teacher has taught the literary text to the class.
Example of text assigned: He had such quiet eyes by Bibsy Soenharjo
Step Description
1 Set induction Recap the lesson on comic strip convention by flashing some examples of comic
strip and ask students about the convention
used.
Eg. Different shots, movement, symbols etc.
2 Group work explain students have to produce a story based on the literary text learnt.
(NOT illustrating the poem line by line)
* Create a story with the
plot of a girl being cheated
by the man she loved
*Create a dialogue of their
own
3 Collect and display students work. Marks can
be given. (Refer appendix)
**NOTE: 1. Teacher can limit the number of panels eg. 10 panels
2. If time constraint, students must at least finish 6 panels within the 2
periods.
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APPENDIX 1
Group project.
Aspects covered:
- cover ( title, author, illustrated by... .)
- synopsis ( a word limit could be set e.g. 100 words)
- comic strip (a panel limit could be set e.g. 50 panels)
- production process
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RANCANGAN PENGAJARAN HARIAN
SUBJECT ENGLISH
CLASS 4 NILAM (AVERAGE TO WEAK) TIME 10.00-10.50
TOPIC FRIENDS, COUNTRYMEN
TEACHING AID TEXTBOOK, WORKSHEETS MORAL VALUES
TEAM SPIRIT
OBJECTIVE TO JOIN WORDS IN THE BOX TO FORM SUITABLE COMPOUND WORDS
ACTIVITIES 1) STUDENTS REFER TO PAGE 23 OF THE TEXTBOOK 2) STUDENTS COPY NOTES AND EXERCISE INTO THEIR
VOCABULARY BOOKS. 3) TEACHER EXPLAINS AND GIVES EXAMPLES 4) FOR CLASS ACTIVITY, TEACHER SPLITS STUDENTS IN HALF
AND HAVE A COMPOUND WORD RACE. 5) FROM EACH HALF, TEACHER PICKS A STUDENT AND
WHISPERS A COMPOUND WORD TO HIM/HER. 6) THESE STUDENTS EACH GET HALF THE BOARD TO DRAW
THEIR COMPOUND WORD WITH THEIR TEAM SHOUTING OUT THEIR GUESSES.
7) EACH STUDENT GET THE CHANCE TO DRAW AT THE BOARD. 8) TEACHER DISTRIBUTES WORKSHEET CONTAINING
COMPOUND WORK PRACTICE 9) TEACHER MONITORS AND CHECKS STUDENTS WORK. 10) STUDENTS COMPLETE EXERCISE ON PAGE 23
ACHIEVEMENT
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ALAT BANTU MENGAJAR
FORM 4 TEXT BOOK (page 23)
SUGGESTED COMPOUND WORDS FOR GAME
i) Bedtime
ii) Sunflower
iii) Icebreaker
iv) Greenhouse
v) Heartbreak
vi) Gingerbread
vii) skyline
viii) dragonfly
ix) drawstring
x) headphones
WORKSHEET
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COMPOUND WORD PRACTICE IN CLASSROOM
CHOOSE THE WORDS AT THE BOTTOM OF THE PAGE AND
MATCH THEM UP TO MAKE COMPOUND WORDS.
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________
7. __________________________
8. __________________________
CUP BIRTH BALL PLANE WITH BASE FOOD OUT YOUR AIR DAY CAKE RAIN SEA COAT SELF
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ANSWER
COMPOUND WORD PRACTICE IN CLASSROOM
CHOOSE THE WORDS AT THE BOTTOM OF THE PAGE AND
MATCH THEM UP TO MAKE COMPOUND WORDS.
1. CUPCAKE
2. WITHOUT
3. YOURSELF
4. SEAFOOD
5. BIRTHDAY
6. BASEBALL
7. AIRPLANE
8. RAINCOAT
CUP BIRTH BALL PLANE WITH BASE FOOD OUT YOUR AIR DAY CAKE RAIN SEA COAT SELF
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LESSON PLAN-characters and traits
Date :
Time : (40 minutes)
Class :
Level of Proficiency : Intermediate
Subject : Literature Component
Topic : Characters and Traits in the drama Rumpelstiltskin
General Objective : To enable students to understand the characters and traits in Rumplestiltskin
Specific Objectives : By the end of the lesson, students will be able to:
i. To identify the characters and their traits in the drama. ii. To match the characters with the traits that present in
the drama. iii. To write a short script for a brief role-play. iv. To act and present their role-play.
Skills : a.) CCTS (Critical and Creative Thinking Skills)
b.) Language Skills: Listening, Speaking, Reading and Writing Skills
Moral Values : a.) Activity-based cooperation, respect, tolerance, confidence
b.) Content-based Unconditional love, kindness, pity
Teaching Aids : i. PowerPoint Presentation
ii. Laptop
iii. LCD Projector
iv Task sheets
Reference : 1. Ministry of Education Malaysia (2009). A Collection of Poem, Short Stories and Drama. Kuala Lumpur, Perpustakaan Negara Malaysia. 2. Collie, J. & Slater, S. (1987) Literature in the Language Classroom. Great Britain: Cambridge University Press.
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Stage / Time Content / Activities / Teaching
Aids
Teaching and Learning
Activities / Rationale
Set
Induction
5 minutes
Whole Class Activity
Instructions:
i. I am going to show you a
video clip.
ii. Watch this video clip
silently.
iii. Listen carefully and identify
what the video clip is
focusing on.
iv. Based on the video clip,
answer the following
questions:
Questions:
1. What is the most interesting
part of the video clip?
2. Have you come across any
place like that in your life?
3. Would you like to visit a
place like the one shown in
the video clip?
4. What do you think is the
focus of this video clip?
5. Is this focus important?
What makes you think so?
Vocabulary:
Opera house
Auditorium
1. Teacher prepares
students for a video
clip presentation.
2. Teacher sets up LCD
Projector and plays
the video clip.
3. Students watch the
video clip silently.
4. Teacher poses a few
questions orally about
the video clip.
5. Students answer the
questions posed
orally.
Rationale:
i. To evoke students
interest in the lesson.
ii. To activate the
appropriate network
of schemata for the
lesson of the day.
iii. To allow students a
preview of the lesson.
iv. To allow students to
bring in their
experiences and
opinions.
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Teaching Aids:
1. Laptop
2. LCD Projector
3. Video clip
Stage 1
(Presentation)
5 minutes
Whole Class Activity
Instructions:
i. You have seen earlier on
how the video clip stresses
on the importance of a
place setting; but what is a
place setting? Based on
what you have gathered in
Form 1, what can you
describe about the setting
of place?
ii. The setting of place is the
location of events. They
are the scenes and places
where the events of the
story take place. It is
crucial in every story for it
acts not only as a premise
for the story to take place
in different situations but
also as the identification of
social background on the
characters of the story.
iii. Based on what you have
learnt in your previous
lesson on the plot of this
story, name a few of the
1. Teacher introduces
the topic for todays
lesson.
2. Teacher provides
input on the concept
of place setting.
3. Teacher explains and
elaborates on the
setting of place.
4. Teacher asks
students orally about
the place settings that
they know of from the
story The Phantom
of the Opera.
5. Students answer
orally in the form of
an open discussion.
6. Teacher evaluates
those answers and
provides appropriate
feedbacks.
Rationale:
i. To provide students
with sufficient
knowledge of the
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places you have come
across.
iv. What do you know about
these places you have just
mentioned?
Vocabulary:
Setting of Place
Location
Premise
Social background
Teaching Aids:
1. PowerPoint Slideshow
Presentation
2. Laptop
3. LCD Projector
subject matter.
ii. To assist students in
recalling their prior
knowledge and
engaging it with the
new input given.
iii. To elicit opinions
from students on
their gained
knowledge.
Stage 2
(Practice)
8 minutes
Individual Task
Instructions:
1. For this task, you will work
individually.
2. With page reference to your
text, fill in the left empty
columns with a summarized
understanding of the event
that happened.
3. Next, match it with the
place setting in the right
column.
1. Teacher instructs
students to work
individually with
assistance from their
The Phantom of the
Opera text.
2. Teacher distributes
the task sheets
(Appendix 1) and
proceeds to explain
the task.
3. Students attempt the
task quietly on their
own.
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Vocabulary:
dressing room
torture chamber
Teaching Aids:
1. Task sheet (Appendix 1)
2. The Phantom of the Opera
text
4. Teacher discusses
briefly the answers to
the task sheets.
Rationale:
i. To bring students
focus onto the place
setting of the story.
ii. To develop students
summarization skills.
iii. To encourage
students to work
independently.
iv. To assist students in
identifying the
connection between
the place setting with
the events that
occurred in the story.
Stage 3
(Production)
17 minutes
Whole Class Activity (In
Groups)
Instructions:
1. Divide yourselves into 6
groups.
2. In your groups, you are to
do a role-play based on one
of the significant/important
events that took place in
their respective setting as
1. Teacher divides the
class into 6 groups.
2. Teacher instructs
students to do a role-
play on the events
that happened in a
particular setting
based on the
previous activity.
3. Students work
together to come up
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you have found in the
previous activity.
3. Come up with a short script
for this role-play. You can
refer to your text for more
assistance.
4. Perform your role-play
before the class.
5. You will be given only 7
minutes.
Vocabulary:
Significant
Teaching Aids:
1. The Phantom of the Opera
text.
with a short script for
the role-play.
4. Teacher facilitates
and monitors
students progress.
5. Students perform
their role-play in
class.
Rationale:
i. To provide equal
opportunities to
students to showcase
their talent and
creativity.
ii. To instill confidence
amongst students to
perform before the
class.
iii. To enable students to
get into the setting
and experience the
particular events that
happened in those
place settings.
iv. To allow students
imagination of the
setting and events to
take place.
v. To develop students
writing skills.
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Closure
5 minutes
Whole Class Activity
Instructions:
1. Before we end our class for
today, lets recap what we
have learnt today. Here are
a few questions:
Questions:
i. What is the setting of
place?
ii. Name a few place settings
that can be found in the
story.
iii. Why is the setting of place
important?
2. The setting of place plays
an important role in
enhancing the events that
occur in every story. It is the
premise where these
significant events take
place. Hence, without the
setting of place, a story
would not be able to
develop.
1. Teacher asks
students to recall
what they have
gathered from todays
lesson.
2. Teacher poses a few
questions orally to
check on students
understanding of the
lesson today.
3. Students respond to
questions.
4. Teacher summarizes
and reviews the
lesson of the day.
Rationale:
i. To summarize the
lesson.
ii. To reinforce students
understanding of
what has been
taught.
iii. To consolidate the
lesson of the day.
iv. To assist students in
retaining the
knowledge gathered
from the lesson.
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APPENDIX 1
Match the characters in the drama with the correct traits and provide
evidences by writing the pages number in the right column.
Pretty
Hardworking
Intelligent
Sensible
Caring
Loving
RUMPELSTILTSK
IN
LISA
THE KING
FATHER
MOTHER
Has magical
power
Hot-tempered
Playful
Arrogant
Clever
Greedy
Ambitious
Ruthless
Manipulative
Boastful
Dishonest
Caring
Caring
Dishonest
Hardworking
Evidences:
Evidences:
Evidences:
Evidences:
Evidences:
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Subject : English
Class : Form 1
Duration : 1 period (40 minutes)
Level : Lower and intermediate
Theme : People
Topic : We did it!
Skills focus : Writing
Language content : Present continuous tense
Previous knowledge : Students have been taught the generic structure of present continuous
tense and have been exposed to several examples of present
continuous tense.
General objectives : At the end of the lesson, students should be able to:
i) Produce sentences based on pictures drawn.
Specific objectives : At the end of the lesson, students should be able to:
i) Write out simple sentences using present continuous tense based on
the pictures drawn.
Teaching aids : White board and marker pens
Moral value : Creativity
Lesson development
Stage Activity and content Rationale
Set induction (5 minutes)
1. Teacher recaps on previous lesson by doing some actions and asks students to tell what the teacher is doing at that moment.
2. Students are told to recall the purpose of present continuous tense and the generic structure of present continuous tense ( verb to be +verb+ing) Example:
Verb to be
Verb (root word)
+ing
Teacher is walk ing right now.
To make review of what students have learnt and to help students to generate some preliminary ideas related to the topic.
Presentation (10 minutes)
1. Teacher writes on the board It is 12 oclock and creates scenery on white board by drawing few pictures such as a house, a tree, a bench, a river and a bridge.
2. Teacher draws a picture of her (stick figure) eating a banana. Then, teacher writes on the top of the picture Teacher is eating a banana near the river.
Students are then asked to tell what the teacher Example given by the teacher provides a correct model for the students to follow.
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is doing at 12 oclock.
3. After getting students comments, teacher tells students that they are going to add more pictures on the white board indicating actions doing by people or animals at that particular time.
4. Teacher reminds them that they have to write down sentences describing their pictures and not to forget to include present continuous tense in their sentences.
Practice (20 minutes)
1. Teacher picks students at random and asks them to draw pictures on the white board. (If possible, give all students the opportunity to draw on the white board)
2. Students can add more pictures on the white board. For examples, badminton court, road, trees, etc. that will help them in creating their sentences.
3. Students creativity and imagination are the main priorities in this lesson.
4. Teacher will monitor the students as they are trying to write the sentences.
5. Teacher will also facilitate students in terms of vocabulary.
Students are told to draw and write sentences in order to make them familiarise with the structure of present continuous tense and to enhance students creativity.
Closure (5 minutes)
1. Teacher compliments students drawings and efforts put in completing the task.
2. Teacher asks students what they have learnt from the lesson.
Teachers compliment is important to motivate students and to enhance students creativity
Reflection:
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Appendix
Sample layout to be drawn on white board
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CONCLUSION
This collection of creative and innovative lesson plans and
teaching materials marks the beginning of Pejabat Pendidikan
Daerah Jempol dan Jelebu (PPDJJ) efforts in gathering as many
lesson plans and teaching materials as possible.
The present and future collections will depict masterpieces
of Jempol and Jelebu English Language Teachers as these
materials will serve the needs of the students in these districts.
Thank you for your support.