LESSON PLAN

AND ITS

REFLECTION

- SPEAKING

- LISTENING

- READING

PREPARED BY:-

NOORHANANI BT MAMAT @ MUHAMMAD

810116-03-5104

SK AYER TERJUN, JERTEH, TERENGGANU

LISTENING LESSON PLAN

Theme : World of stories

Unit : 8 (More stories)

Topic : The Humble Prince

Year : 4 Anggun

Time : 9.15 a.m. -10.15 a.m. (1 hour)

Curriculum Specifications :

Listen to and enjoy stories and predict outcomes, and draw conclusions at a

level suited the pupil’s ability.

Learning Objectives : By the end of the lesson, pupils should be

able:

1- to rearrange the story

2- to predict the ending of the story

Teaching aids : Story book, Slides PowerPoint, worksheet,

A4 Paper

Moral Values : Be humble, kind and brave

Enrollment : 35 people

Stage Teaching/ Learning Activities Justification

/ Comment

Set Induction

(3 minutes)

1- Teacher asks pupils to guess the

title of the story book.

2- Then, teacher shows the title and

asks pupils to read the title of the

story

Pre-listening

(17 minutes)

Pre-teach Vocabulary :

1- Get pupils to find out the meaning of

the word “humble” from the

dictionary.

2 -Teacher explains the meaning of the

word “humble” to the pupils.

3 - Teachers explains that humble is an

adjective. An adjective is a descriptive

word.

4- Teacher asks pupils to give other

adjective words

e.g. : Coward, brave, liar, honest, kind,

caring, loving, generous,

Pre-teach Grammar :

1- Teacher teaches simple past tense.

E.g.: a) There lived a sad king.

b) When he went hunting, he found a

baby.

c) The king adopted the baby.

Set the purpose

To rearrange sentences in the story in the

correct order and to predict the ending of

the story.

While-

listening

(34 minutes)

1-Teacher reads the story. Pupils listen to

the story.

2. Teacher reads the story again. Pupils

rearrange the sentences in the story

based on the picture. Pupils have to write

the proper sequence in the provided

boxes.

3. Pupils complete the task. Teacher

reads the story while pupils check the

answers. Teachers go through the

answers with pupils.

4. Pupils guess which of the princes

became king. Tell them the title is a good

clue. They have to provide reasons for

their choice. Pupils have to use their

evaluating and reasoning skills for this

activity.

Post-

listening

(5 minutes)

1- Teacher discusses the characters of

the three princes

2- Teacher asks the moral value of the

story

e.g. : honesty

3- Pupils draw a family tree and include

the characteristic of all the members.

Then pupils write a description of the

family tree

Closure

(1 Minutes)

1- Teacher asks students whether they

have enjoyed the story.

2- Teacher asks students to do their

family tree activity as homework.

REFLECTION

I think the lesson went well. Using the story book as the introduction

prepared my students to hear the target words we were going to learn.

I believe it was fun for the kids to use the dictionary, as they did not have

chance to use it regularly. They also will be able to grab other words in the

dictionary. Maybe I could have use flash cards of the letters so the pupils could

have differentiate them as to get more understanding in adjectives lesson. I

should have used visuals. I could have color-coded the words too to make it

easier to differentiate them.

The time the pupils read the words were very good for the pupils to

practice reading the words. If they had difficulty in pronouncing it, they could

always ask me, as their guide to help them. When I started to mention their

purpose on doing this activity, they would start talking about how, what was

going on in the book related to them, so I knew they could relate to what was

going on in the book. The purpose of activity incorporated seemed to grab their

attention, thus making them want to start it quickly. My lesson required the

pupils to actively participate throughout. I believe this helped me to better see if

the pupils were grasping the information I was presenting or not. The objective of

my lesson was for the pupils to listen well and grab the information by arranging

the story. I also want them to know more about the adjectives vocabulary.

When I started to read the story, the class became quiet. None of the pupils

talk or making any sound. They listen to my voice attentively and tried to write

the number in the box. Then after the task was completed, they compare their

answer with their friends and ask for teacher’s confirmation. When I asked them

who will be the king, a few of them raise their hand to answer it with some

reasons. They looked having fun in this activity.

We discussed on the characters of the three princes. Only a few people

have courage to talk freely while others need to be asked and answer it with a

simple answer. Most pupils able to draw a family tree and write description of it

after being explained and giving example by the teacher for thrice. We discussed

on the answer in group.

            If I was given the chance to re-teach my lesson, I would plan less

activities and give more time to work on the more meaningful and practical

activities. I would also keep the pupils more on track, and try not to let them trail

off and talk about other things that don't correlate directly to the lesson.

Sometimes they would get off track and forget to concentrate on the new

information they were listening.

    

        Overall, the experience teaching a lesson to advanced pupils was very

educational and will aid as a valuable resource for next listening lesson to other

class and for my teaching in general. It helped me to become more comfortable

with listening and speaking skill in a classroom environment. 

SPEAKING LESSON PLAN

Theme : World Of Ourselves

Unit : 1

Topic : Family First

Year : 5

Time : 9.45 am – 10.45 am (1 hour)

Curriculum Specification

: Ask “Wh” questions to seek information

Learning Objectives: By the end of the lesson, pupils should be able to :-

1) ask “Wh” questions

2) correctly and answer the questions politely.

Teaching Aids : flash card, picture, substitution table and worksheet.

Moral Values : Caring, cooperation.

Enrollment : 36 pupils

Stage Teaching/ Learning Activities Comment

Set Induction

( 5 minutes )

1) Teacher shows pictures of a family cleaning their

house compound to the pupils.

2) Teacher asks pupils to name the thing that

being used to do the activity.

3) Pupils respond

4) Teacher relates the pictures to the topic.

picture

Presentation

( 15 minutes )

1) Teacher pre-teaches vocabulary to the pupils.

e.g. : duster, feather duster, a piece of cloth,

broom.

2) Teacher pre-teaches grammar-

E.g.: I use a broom to sweep the floor.

She uses a broom to sweep the floor.

3)

Teacher pre-tech the answer

E.g.: I use a broom to sweep the floor.

4 ) Teacher pre-teaches language form and

functions.

Question Words

Ask : What do you use to sweep the

floor?

Substitution

table

What do you use to sweep the floor?

to clean the window?

to clean the

blackboard?

to clean the table?

When do you Sweep the floor?

Clean the window?

Clean the

blackboard?

clean the table?

REFLECTION

The first minutes of the lesson had only one main problem. The pupils

already set their mind that they will face difficulties when they were distributed

the picture sheet. They started to make a sound of “ooh” and “aah” to indicate

that they were in troubles. This was solved simply by explained the purpose of

this exercise and about the topic and then start asking them about the things

used in the picture.

The second and third part of this lesson ran very smoothly. All of them

listen attentively to teacher’s explanation on the vocabulary, grammar and how

to answer the questions well as they know the purpose of it. Some of them

already copy the written notes on the board into their exercise book. Then they

respond well after being asked according to the notes given. Some of them eager

to answer it by raising their hand with the sound of “me...me”.

Once we got through the first, the second and third part, the fourth one

went well. The pupils were actively working on their worksheet with their partner.

The class went into a bit chaos as the pupils keep asking in loud voice. Some of

them started to complain of not hearing their partner question and answer due to

some pupils’ loud voice. As I remind them about being in nice and good

discipline, they started to slow down their voice and the class became normal

again.

The next time I do this activity I will definitely give more explanation on

how to complete the task given in good manner without being having to scream

and yell to each other in other to get the answer. I think this will help the pupils

to create more harmonious environment in the classroom. One part of this lesson

that I will not change is how I grouped the pupils. I choose the groups to avoid

weak and weak pairs or excellent and excellent pairs. I tried to pair a lower

achieving pupil with a higher achieving pupil. At first I didn't think the match up

would work out. I though the higher student would get frustrated and try to boss

the lower student around. However, to my surprise, the lower achieving students

were very eager to do the work, and at times were actually telling the higher

level pupils a better way of asking a question.

Overall, this lesson went very well. I feel that the pupils understood

everything that was expected of them and they really did live up to my

expectations. The lessons were well put together and very informative. The pupils

worked well with their partners. The only part that I would change the next time I

do this lesson is to give more difficult task to them as they find it is too easier for

them.

READING LESSON PLAN

Theme : World of Knowledge

Unit : 5

Topic : Getting Connected

Year : 4 Anggun

Time : 12.15 p.m. -01.15 p.m. (1 hour)

Curriculum Specifications :

Read and understand the key words in phrases, sentences and text. Read

and understand simple texts for main ideas.

Learning Objectives : By the end of the lesson, pupils should be

able:

1- Read and learning 5 keys word

2- Read and understand the text by giving the

answers to the question given

Teaching aids : Letter, Sentences card, worksheet

Moral Values : Cooperation, teamwork

Enrollment : 35 people

Stage Teaching/ Learning Activities Justification

/ Comment

Set Induction

(5 minutes)

1) Teacher asks pupils how they get

connected to their friends who live

far away.

2) Pupils respond

3) Teacher lists pupils’ answer on the

board

Pre-Reading

(10 minutes)

1) Teacher introduces the topic to the

pupils

2) All pupils were distributed the text of a

letter

3) Pupils were asked on simple question

E.g.

a) Have you written the letters before?

b) How do you begin your letters?

c) What are your hobbies?

4) Teacher explain to pupils on certain

new vocabulary related to the letters

mainly on the unfamiliar word in the

letter

While-

Reading

(20 minutes)

1) Pupils were given some time to read

the letter on their own.

2) Teacher reads the text and pupils read

after the teacher.

3) Pupils were explained about the letter

4) Teacher writes True/False Statement

on the board and asks the pupils to

complete the exercises as they read.

5) Teacher pastes the jumbled up

sentences related to the letter in

wrong order on the board.

6) The chosen pupils were asked to

jumble it up in correct order.

Post-Reading

(20 minutes)

1) Teacher distributes the worksheet of

filling in the blanks and

comprehension questions based on

the letters.

2) Pupils were explained on how to do

the exercises.

3) Pupils answer it

4) Pupils discuss the answer with the

teacher

Closure

(5 Minutes)

1) Teacher asks pupil how they will reply

the letter and write the answer on the

board.

REFLECTION

It was my first reading lesson using a letter text. I was really surprised at

how well this lesson went. The pupils really got into the discussion, the letter, and

the whole concept of writing a letter to someone. With the letter and discussion,

and the exercises, the whole lesson ended up lasting one whole hour. Even after

an hour, the pupils still wanted to talk and ask questions about the letter. I was

pleased to accomplish my goal for this lesson. It was to make sure pupils

understood what the letter meant.

          I began the lesson with the question of how they get connected to other

people. Most of them kept answering on modern technologies such as mobile

phone, email and video conference. They forgot about the letters.

As I moved to the next phase, which was explaining about the letter and

distribute the letter text to them, they start to get interested and read it without

being asked. I ask them some simple question about how many times they write

a letter in a year. Most of them never write a letter. How surprised I am to hear it.

Then I explained to them some new vocabularies related to the letter. The

vocabularies that I’ve explained mentally focused on the upcoming reading

comprehension questions that I was to ask the pupils.  Yet, the first part of the

lesson was to be reading the vocabulary lists and so, I approached the vocabulary

differently than what the students were expecting.  

I was a little concerned that I would have to lead most of the reading

lesson. I wanted to use their previous knowledge of vocabularies for to discover

the meaning of the letter through their intensive reading in the while-reading

phase rather than me just tell them what it is about. They used the knowledge

they gained to understand the letter. The student responses to the exercises on

the board and the jumbled up exercises led to the discussion among themselves.

For third phase, which was the post listening, all the pupils got into silent

mode. There is no discussion among them. They were truly focused. They keep

reading the text again and again while doing the exercises. And finally, during

the discussion of the answers, they looked satisfied with their answer. All of them

got the correct answer as it was just an easy exercises and the purpose behind it

just to ensure they read the text and understand it well.

The time of day I taught this lesson was difficult also. I taught at the last

hour of class and really felt I had to struggle to keep their minds focused on the

lesson instead of socializing. Overall, I was pleased with the lesson and how well

the pupils reflected and participated in this lesson.