LESSON PLAN FOR THE TEACHING OF ENGLISH (GRAMMAR) FOR FORM 1

STUDENTS IN MALAYSIAN SECONDARY SCHOOLS

Date : 8th December 2010

Time / Duration : 1 hour 20 minutes

Class : Form 1 Bestari

Language Proficiency : Intermediate

Number of Students : 30/30

Subject : English Language

Background Knowledge : Students have already learned on punctuation (“?”)

Grammar Focus : WH-Questions (Interrogative Pronouns) {who, what,

which, whose}

Learning Outcomes : By the end of Form 1, students should be able to:

Learning Objectives : At the end of the lesson, students should be able to:

Educational Emphasis : Multiple Intelligence (Logical/Mathematical), Thinking

Skills, Knowledge Acquisition, ICT Skills and Values &

Citizenship

Values : Expressing appreciation towards a father’s love and

cooperation among students when doing pair and group

work.

Teaching Aids : LCD projector, notebook, Slideshow presentation,

worksheet

Resource/Reference : 1. Lower Secondary – PMR English: Complete Guide

for Lower Secondary by Thomas Pilo B.A. (2008,

Farfield, pg 206)

2. Memory Mastery Through Mind Maps English

Grammar Form 1, 2 & 3 (2008, PIN Neuron, pgs 92-

93)

3. Zoom In Grammar PMR Form 1,2 & 3 (2008, Info

Didik, pgs 103-106)

STAGES OF A 5-PHASE LESSON PLAN

STAGE/

DURATION

CONTENT/

SKILL

TEACHER/STUDENT

ACTIVITY

RATIONALE/

AVA

Set Induction

(5 minutes)

Speaking

Questions:

Who were absent during the

previous class?

Why were you absent?

What did you do during last

weekend?

Examples of Answers:

Why were you absent?

- I had a fever

- I had a family

emergency

- I had stomach ache

What did you do during

last weekend?

- I went shopping with

my family at the

local mall.

- I went to a beach

with my family.

- I played football

with my friends.

- I only sit at home

- Teacher greets the

students.

- Teacher asks for

students who were

absent in the

previous class.

- Teacher listens to

what they have to

say.

- Teacher also asks

the rest of the class

what did they do

during the

weekend.

- Teacher writes

down the WH-

words from the

questions that she

asked earlier and

reveal the grammar

topic of the day.

Rationale(s):

To warm up students

before moving on to the

main lesson of the day

To expose students with

the WH-words. These

will be the lesson of the

day.

AVA

None

watching TV and

doing homework.

STAGE 1

Pre-

(10 minutes)

Listening & Writing

Grammar Topic

WH- Questions

(Interrogative Pronouns)

Grammar Items:

“What”, “Whose”,

“Which” and “Who”

- Teacher projects a

grammar chart on

the WH- Questions

using the LCD

projector and a

notebook.

- Teacher asks

students to look at

the chart and

internalise the

rules.

- Then, teacher will

give in-depth

explanation on the

rules and functions

of each WH-

question.

- Teacher provide

students 5 minutes

to write down the

grammar rules

- Then, teacher asks

students to read

aloud the examples

containing the

WH- questions on

the grammar chart

in choral manners.

Rationale(s):

To expose the WH-

questions (“What”,

“Whose”, “Which”

and “Who”) to all

students.

To explain the rules and

the usage of the WH-

questions and their

forms.

To understand the rules

and the usage pf the

WH-questions and their

forms.

AVA

Appendix 1

A slide presentation on

Grammar Chart:

WH- questions

(“What”, “Whose”,

“Which” and “Who”).

STAGE 2

Controlled

Practise

(30 minute)

Reading and Writing

Example:

Answer: Your mother is at

the door

Question: door/is/the/at

Who is at the door?

Task 1 (Individual)

- Teacher projects a

slide containing 8

questions sentences

and answers for

each of the

sentences.

- The question

sentences have

been scrambled up,

with the WH-

questions words

have been taken

out.

- Students are asked

to arrange the

scrambled-up

question sentences

and fill in the

correct WH- words

into it to provide a

complete and

correct question

sentences for each

of the answers

provided.

- Students are asked

to copy the

questions and

answer them in

their English 2

exercise.

Rationale(s):

To reinforce the use of

WH-Questions learned.

To identify whether

students understand the

instruction and are able

to rearrange words as

well as fill in the

correct WH- words to

form a correct question

sentence.

AVA

Appendix 2:

A slide presentation

consisting of

scrambled-up exercise

on WH-questions.

Reading & Writing

Example of questions:

1. What presents did

the little girl

received from her

father?

2. Which festival is the

advertisement

dedicated to?

3. Whose mother has

passed away?

4. Who is the main

character in the

advertisement?

- Students complete

the exercise and

discuss the answers

with the rest of the

class.

Task 2 (Pair Work)

- Teacher shows a

video entitled

“Maya”

- For the first time,

students are asked

watch the video

attentively.

- For the second

time, the video is

shown. This time,

students are asked

to generate 5

questions based on

the video using the

WH-words learned

earlier.

- After completing

the task, each pair

is asked to

exchange their

questions with

other pairs to be

answered.

- Random pairs are

called out to share

their questions and

answers with the

Rationale(s):

To check whether they

have understood the

functions of the WH-

words learned by

applying them in order

to complete the task.

Interesting video is

shown to attract

students’ interest.

Paired work is

implemented to foster

good co-operative

environment among

students.

AVA

Appendix 3

A CD-ROM containing

the video entitled

“Maya"

rest of the class.

STAGE 3

Further

Practise

(20 minute)

Reading & Speaking

Group Work

Problem Solving

- Students will be

divided into groups

of 6.

- Then, teacher

projects a problem

in which students

are needed to solve

it to each group

through a

slideshow.

- Each group will be

given a certain

amount of time to

read it up and come

up with solutions.

- When the time is

up, each group

must a

representative to

share the ideas that

they have come up

with the rest of the

class.

- Teacher and the

rest of the students

listen to what they

have come up.

Rationale

To see whether students

are able to solve a

particular problem

given on their own.

To see whether they are

able to cooperate with

each other in order to

complete a task.

To see whether students

are able to engage

among themselves in

practicing sentences

with WH- questions.

AVA

Appendix 4

Problem solving

exercise.

STAGE 4

Production

(10 minutes)

Reading & Writing

Error Correction

Example:

Which would you like to

taste first?

What would you like to

taste first?

- Teacher distributes

an error correction

exercise to each

student.

- Students will be

given time to

identify the error in

each sentences and

correct them.

- Then, teacher will

call random

students to provide

the answers for

each question.

- Teacher discusses

and checks the

answers with the

rest of the class.

Rationale(s):

To reinforce all the

WH- questions learned

from the beginning of

the lesson.

To check students’

level of understanding

towards the grammar

topic learned.

AVA

Appendix 5

Error Correction

exercise worksheet

STAGE 5

Closure

(5 minutes)

Speaking

Example:

What have you learned

today?

A: I learned that we should

take care of our parent as

much as they took care of us

when we were a child.

- Teacher recaps the

lesson of the day

with students.

- All the worksheets

done in class are

pasted in their

exercise books and

teacher provides

students with

homework to be

done at home.

Rationale(s):

To summarize the

lesson of the day and

seek feedback from the

students of what they

have learned in class.

AVA

None

Follow-up Activity : Homework

Activity : Students are asked to find out about next week’s topic

regarding sequence connectors on the Internet using search

engine such as Yahoo!, Google etc. Review what you have

found out.

Self-reflection :

Supervisor’s Comment :

APPENDIX

Appendix 1

Title of Activity: Grammar Chart on WH-questions (A slide presentation)

Instructions : 1) Teacher projects a grammar chart on WH-questions using an LCD

projector and a notebook.

2) Students are asked to look and internalise the rules.

3) Then, teacher explains the rules and the usage of each WH-question.

Students will write down the grammar rule.

4) Students will read aloud the examples on the grammar chart in choral

manner.

Grammar Chart

WH-QUESTIONS

WH- questions are used to ask questions.

e.g: Who can come?

What is your sister’s name?

Examples of WH- Questions (Who, Which, What, Whose).

WH- QUESTIONS AND THEIR USES EXAMPLES

Who

Used for persons

The answer to a “who” questions

Who is your best friend, Shahir?

Who is on the phone?

will usually be a person or persons

(subject).

Who is the best runner in this

school?

Which

Used for people & things

Can ask about things of a limited

specified choice

Often combines with the

comparative and the superlative.

The answer could be persons or

things.

Which boys did you meet at the

party?

Which dress did you buy?

Which is more expensive, the skirt

or the blouse?

Which is the longest river in the

world?

What

Refers to people, things, ideas,

concepts, actions, etc.

Refers to an unlimited and

unspecified choice of things.

What is he doing?

What would you like to eat?

What did you do last night?

Whose

Refers to possessions

Possessors are always a person.

Used to find out to whom

something belongs.

Whose car is that?

Whose pencil is this?

Whose voice is the loudest?

Appendix 2

Title of Activity: Scrambled-up Exercise (A slide presentation)

Instruction : 1) Students are shown a slide presentation consisting of a scrambled-up

exercise in which students are asked to arrange words and fill in the correct

WH-words for each of the items.

2) Students are asked to copy the exercise shown in the slide in the English 2

exercise book.

Worksheet

Arrange these scrambled-up question sentences into the correct orders and fill in the correct

WH- words learned to make a complete question for each of the answer given. A question

has been done for you

Example:

0) Answer: Your mother is at the door

Question: door/is/the/at

Who is at the door?

1) Answer: I think the ideal place is Pulau Pangkor.

Question: for/holiday/a/ideal/is/think/you/place/do

2) Answer: They were playing paper planes at the back of the class.

Question: they/doing/were/teacher/was/while/teaching

3) Answer: These are Idham’s

Question: these/marker pens/are

4) Answer: They throw them in the recycle bin to be recycled

Question: newspapers/people/do/all/with/old/the/do

5) Answer: The red one belongs to me

Question: these/pens/of/you/to/belong

6) Answer: I think Kamala is the best student in our class.

Question: our/class/in/you/think/do/the/best/is/student

7) Answer: The red one belongs to Miss Toh

Question: Miss Toh/these/of/belong/bags/to

8) Answer: I brushed my teeth first thing in the morning

Question: morning/did/in/the/you/first/thing/do

Appendix 3

Title of Activity: A video presentation entitled “Maya” and a questions-generating task.

Instruction : 1) Each pair is asked to watch the video 2 times and generate questions

based on it.

2) After completing the task, each pair is asked to exchange their questions

with other pairs to be answered by them.

Appendix 4

Title of Activity: Problem Solving

Instructions : 1) Teacher asks students to divide themselves into groups of 6

2) Teacher project a situation through a slideshow presentation, in which they

are given a certain amount of time to come up with solution in order to

solve it.

3) Then, each group needs to send a representative to the front and share

their ideas to the whole class while teacher listens to them.

The problem on the sheet is written below:

You are planning to go on a vacation 2 days from now. You are on the rush to figure out

what to bring, who will you bring along and which place would you go. However, you

are having some difficulties on your way to have a great vacation:

You don’t know whether you want to go to the beach or to the holiday resort.

You only own a small car where you can bring 4 persons.

You have no idea what to bring and you need to inform the rest that you will

bring along later on.

In your group, figure out solutions so you could have your dream vacation. These

questions may help you find your solutions you need:

Which place would you go? Name the place that you propose

Who would you go with? State reasons why you choose to bring them along

What are the things you need to bring? State reasons for choosing the items

Out of the 4 persons you choose, whose experience would be useful so that you

and the rest will not get lost?

Appendix 5

Title of Activity: Worksheet 3

Instructions : 1) Teacher distributes an error correction exercise to each student.

2) Teacher will provide students with a certain amount of time to identify

the errors in those sentences.

3) After that, teacher will call random names to provide the answers

while the rest and the teacher check and discuss the answers.

Worksheet

The WH- questions of “Who”, “What”, “Whose” and “Which” in these questions are wrong.

Identify the errors and correct them. The first one has been done for you.

1) Which would you like to taste first?

What would you like to taste first?

2) Whose is the owner of this big mansion in front of us?

3) Who dress is more convenient, the blue or the red?

4) Which wrote the long essay we read yesterday?

5) What is standing at the front the gate of our house?

6) What call did you receive last night?

7) Who does Sirani’s sister want for Christmas this year?

8) What car is Yolanda’s brother driving? Is it her father’s?