Lesson Plan for the Teaching of English for Form 1 Students in Malaysian Secondary Schools

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

: 1. Lower Secondary – PMR English: Complete Guide

Resource/Reference

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 9293) 3. Zoom In Grammar PMR Form 1,2 & 3 (2008, Info Didik, pgs 103-106)

STAGES OF A 5-PHASE LESSON PLAN STAGE/

CONTENT/

DURATION Set Induction

SKILL Speaking

TEACHER/STUDENT

-

(5 minutes)

ACTIVITY Teacher greets the

RATIONALE/ AVA Rationale(s):

students. Questions:

-

Who were absent during the  previous class? Why were you absent?

Teacher asks for 

To warm up students

students who were

 before moving on to the

absent in the

main lesson of the day

 previous class. -

What did you do during last weekend? -

Teacher listens to

To expose students with

what they have to

the WH-words. These

say.

will be the lesson of the

Teacher also asks

day.

the rest of the class what did they do

Examples of Answers:

AVA

during the Why were you absent?

-

I had a fever  

-

I had a family emergency

-

I had stomach ache

weekend. -

Teacher writes down the WHwords from the questions that she asked earlier and

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

reveal the grammar  topic of the day.

 None

watching TV and doing homework. STAGE 1

Listening & Writing

-

Teacher projects a

Rationale(s):

Pre-

grammar chart on

(10 minutes)

the WH- Questions

To expose the WH-

using the LCD

questions (“What”,

 projector and a

“Whose”, “Which”

notebook.

and “Who”) to all

Teacher asks

students.

Grammar Topic WH- Questions (Interrogative Pronouns) -

students to look at the chart and

Grammar Items: “What”, “Whose”, “Which” and “Who”

-

internalise the

To explain the rules and

rules.

the usage of the WH-

Then, teacher will

questions and their 

give in-depth

forms.

explanation on the rules and functions

-

of each WH-

To understand the rules

question.

and the usage pf the

Teacher provide

WH-questions and their 

students 5 minutes

forms.

to write down the grammar rules -

Then, teacher asks

AVA

students to read aloud the examples containing the WHquestions on the

Appendix 1 A slide presentation on Grammar Chart:

grammar chart in choral manners.

WH- questions (“What”, “Whose”, “Which” and “Who”).

STAGE 2

Reading and Writing

Task 1 (Individual)

-

Controlled

Rationale(s):

Teacher projects a

Practise

Example:

slide containing 8

To reinforce the use of 

(30 minute)

Answer: Your mother is at

questions sentences

WH-Questions learned.

the door 

and answers for  each of the

Question: door/is/the/at Who is at the door?

sentences. -

The question sentences have  been scrambled up, with the WHquestions 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.

-

Students complete the exercise and

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 scrambledup exercise on WHquestions.

discuss the answers with the rest of the class.

Task 2 (Pair Work) Reading & Writing

-

2.

To check whether they

“Maya”

have understood the

For the first time,

functions of the WH-

the little girl received

students are asked

words learned by

from her father?

watch the video

applying them in order 

Which festival is the

attentively.

to complete the task.

What presents did

advertisement

3.

4.

Teacher shows a video entitled

Example of questions: 1.

Rationale(s):

-

-

For the second

dedicated to?

time, the video is

Interesting video is

Whose mother has

shown. This time,

shown to attract

 passed away?

students are asked

students’ interest.

Who is the main

to generate 5

character in the

questions based on

Paired work is

advertisement?

the video using the

implemented to foster 

WH-words learned

good co-operative

earlier.

environment among

After completing

students.

-

the task, each pair  is asked to

AVA

exchange their  questions with

Appendix 3

other pairs to be

-

answered.

A CD-ROM containing

Random pairs are

the video entitled

called out to share

“Maya"

their questions and answers with the rest of the class.

STAGE 3 Further

Reading & Speaking

-

Rationale

divided into groups

Group Work 

of 6.

Practise

(20 minute)

Students will be

Problem Solving

-

Then, teacher 

To see whether students

 projects a problem

are able to solve a

in which students

 particular problem given

are needed to solve

on their own.

it to each group through a

-

slideshow.

To see whether they are

Each group will be

able to cooperate with

given a certain

each other in order to

amount of time to

complete a task.

read it up and come up with solutions. -

When the time is

To see whether students

up, each group

are able to engage

must a

among themselves in

representative to

 practicing sentences

share the ideas that

with WH- questions.

they have come up with the rest of the class. -

Teacher and the

AVA

Appendix 4

rest of the students

STAGE 4 Production

Reading & Writing

-

listen to what they

Problem solving

have come up.

exercise.

Teacher distributes

Rationale(s):

an error correction

(10 minutes)

exercise to each

Error Correction

student. Example:

-

Students will be

Which would you like to

given time to

taste first?

identify the error in

questions learned from the beginning of the lesson.

each sentences and

What would you like to taste first?

To reinforce all the WH-

correct them. -

Then, teacher will call random students to provide the answers for 

To check students’ level of understanding towards the grammar  topic learned.

each question. -

Teacher discusses and checks the

AVA

answers with the rest of the class.

Appendix 5

Error Correction exercise worksheet

STAGE 5

Speaking

-

Rationale(s):

lesson of the day

Closure

(5 minutes)

Teacher recaps the

Example:

with students.

To summarize the

All the worksheets

lesson of the day and

today?

done in class are

seek feedback from the

A: I learned that we should

 pasted in their 

students of what they

take care of our parent as

exercise books and

have learned in class.

much as they took care of us

teacher provides

when we were a child.

students with

What have you learned

-

AVA

homework to be done at home.

 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

•

Who is your best friend, Shahir?

•

The answer to a “ who” questions

•

Who is on the phone?

will usually be a person or persons

•

Who is the best runner in this

(subject).

Which

school?

•

Used for people & things

•

Can ask about things of a limited

•

•

 party?

specified choice

•

Which dress did you buy?

Often combines with the

•

Which is more expensive, the skirt

comparative and the superlative. The answer could be persons or 

•

Which boys did you meet at the

or the blouse? •

things.

Which is the longest river in the world?

What •

•

Refers to people, things, ideas,

•

What is he doing?

concepts, actions, etc.

•

What would you like to eat?

Refers to an unlimited and

•

What did you do last night?

unspecified choice of things.

Whose •

Refers to possessions

•

Whose car is that?

•

Possessors are always a person.

•

Whose pencil is this?

•

Used to find out to whom something

•

Whose voice is the loudest?

 belongs.

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?