LESSON PLAN AND ITS REFLECTION - SPEAKING - LISTENING - READING
PREPARED BY:NOORHANANI BT MAMAT @ MUHAMMAD 810116-03-5104 SK AYER TERJUN, JERTEH, TERENGGANU
LISTENING LESSON
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
PLAN
:
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
1-
Teacher asks pupils to guess the title of the story book.
Set Induction
2-
(3 minutes)
Then, teacher shows the title and asks pupils to read the title of the story
Pre-teach Vocabulary : 1- Get pupils to find out the meaning of the word ´humbleµ from the dictionary. Pre-listening
2 -Teacher explains the meaning of the word ´humbleµ to the pupils.
(17 minutes)
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.
1-Teacher reads the story. Pupils listen to the story. While-listening (34 minutes)
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.
1- Teacher discusses the characters of the
Post-listening (5 minutes)
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 1- Teacher asks students whether they
Closure (1 Minutes)
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 Topic
: 1 : Family First
Year
: 5
Time
: 9.45 am ² 10.45 am (1 hour)
Curriculum Specification :
Ask ´Whµ questions to seek information
Learning Objectives: By the end of the lesson, pupils should be able to :-
1) ask ´Whµ 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
Set Induction ( 5 minutes )
Teaching/ Learning Activities
1) Teacher shows pictures of a family cleaning their
Comment
picture
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.
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 grammarE.g.: I use a broom to sweep the floor.
Substitution table
She uses a broom to sweep the floor. 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?
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
y
Ask
Answer y
Ask
Answer:
Practice ( 20 minutes )
: What do you use to sweep the floor? : I use a broom to sweep the floor. : When do you use to sweep the floor? I sweep the floor in the morning.
1) Teacher distributes worksheet to the pupils. Teacher asks
pupils to ask their partner and cross (x) the
answers. 2) Pupils do the practice in pairs and complete the worksheet. 3) Teacher guides the pupils while they are doing the task.
Worksheet
Ask your partner
broom duster feather a
What do you use
duster
piece of cloth
to sweep the floor? to clean the blackboard? to clean the window? to wipe the table?
4) Teacher asks a few pupils to report. E.g. : Teacher: Maria, tell me what does Salman use to sweep the floor? Pupil
Productions ( 15 minutes)
: He uses a broom to sweep the floor.
1) Teacher asks pupils to do the activity in pairs. 2) Pupil A will get a set of questions, pupils B will get a set of pictures. 3) Pupil A will ask the questions and Pupil B will choose
Set of questions, Set of pictures.
the correct picture and say the sentences. E.g.: Pupil A asks
: What do you use to wipe the table?
Pupil B answers: I use a feather duster to wipe the table.
Closure ( 5 minutes )
1) Review the lesson. 2) Pupils recall what they have learnt today. 3) Teacher discusses the importance of keeping the class clean.
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 ´oohµ and ´aahµ 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...meµ.
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
1) Teacher asks pupils how they get connected to their friends who live Set Induction (5 minutes)
far away. 2) Pupils respond 3) Teacher lists pupils· answer on the board 1) Teacher introduces the
topic to the
pupils 2) All pupils were distributed the text of a letter Pre-Reading (10 minutes)
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 1) Pupils were given some time to read the letter on their own. 2) Teacher reads the text and pupils read
While-Reading (20 minutes)
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. 1) Teacher distributes the worksheet of filling in the blanks and comprehension Post-Reading (20 minutes)
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 1) Teacher asks pupil how they will reply Closure (5 Minutes)
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.
