The Right Thing to Do - Form 4 - Lesson Plan

KPR3028 – LATIHAN MENGAJAR  SEMESTER 1 (2016/2017) LESSON PLAN WITH REFELCTION

NAME

: THIM !HI "ANN

MATRIC NM#ER

: $20131063%36

SPER&ISOR !LKEPLI

: $R'NORAINI #INTI

SCHOOL

: SMK ST'GEORGE TAIPING'

Lesson Plan

English Language – Form 4

Date: 14th July 2016 Class: 4V2 Number of students: 32 English ro!"ien"y le#el of students: $o%er intermediate  &ime: '()0am * 10(2)am+ 12(30m * 1(0)m  &heme: $iterature  &oi": ,lay * &he -ight &hing &o Do .ain s/ill: ea/ing s/ill ntegrated s/ill: riting s/ill Curri"ulum se"i!"ations: i#( i(

ii(

3(0 $N5E 7- E&8E&C 5E Narrating se9uen"e of e#ents &al/ing about the message the author is trying to ut a"ross his lay and %riting a short aragrah on it( &al/ing about ho% e#ents in the tet remind one of the e#ents in real life(

$earning out"omes;ob out of 14 "orre"t ans%ers(?C1@ 2( ndi#idually+ %rite a simle aragrah about the message of the lay %ith at least 30 %ords(?C3@ 3( ndi#idually+ relate the e#ents in the lay to at least 1 e#ent in real life( ?C4@  &ea"hing aids: ummary ?or/sheet@+ En#eloe %ith grahi" stris( .oral #alues: =e /ind and be helful

Stage/Ti me et ndu"tion ?'()0am * '())am@

Teaching/Learning Activities 1.  &ea"her %rite the idiom A$END  8E$,N 8NDB on the %hite board( (30

Rationale

Teaching Aids

 &o gras the studentsB attention(

secs)

2( &ea"her as/s the students to elain the meaning of the idiom( (1 min) 3( &ea"her as/s 9uestions to the students( (3 mins) 8a#e you e#er hel a erson in need Do you feel hay after heling a erson in need Do you ee"t anything in return after heling a erson in need 4( &ea"her introdu"es toi" of the day( (30 •

•

•

secs)

,resentati on ?'())am * 10(1)am@

1( &ea"her di#ides the students into grous of four( (20 secs) 2( &ea"her distributes the summary of the lay to e#ery grou( (20 secs)

3( tudents are re9uired to read the summary silently( (3 mins)

4( &ea"her distributes an en#eloe for the students( Ea"h

 &o ma/e sure the students understan d the lay(

 ummary ?or/sheet@  En#eloe %ith grahi"s stris

en#eloe "ontains 14 grahi" stris( (20 secs)

)( Ea"h grou is re9uired to arrange the grahi" stris into the "orre"t se9uen"e( (5 mins) 6.  reresentati#e from ea"h grou %ill ha#e to resent their ans%ers in front of the "lass( (6 mins) ( &ea"her ro#ides feedba"/ to studentsB ans%ers( (5 mins)

,ra"ti"e ?10(1)am * 10(2)am+ 12(30m * 12(4)m@

1( &ea"her dis"usses the messages of the lay %ith the students( (10 mins) 2( tudents are then re9uired to %rite a simle aragrah on the message of the lay( (6 mins) 3.  &ea"her i"/s 2 students to ha#e them resent their ans%ers in front of the "lass( (5 mins) 4( &ea"her ro#ides feedba"/ to the students( (4 mins)

 &o reinfor"e the inut gi#en earlier(

,rodu"tio n ?12(4)m * 1(03m@

1( &ea"her as/s the students to brainstorm and to relate the e#ents in the lay to the e#ents in real life( (5

 &o let students to relate %hat they ha#e studied to their real li#es(

mins)

2( &ea"her as/s 4 #olunteers to share their ans%ers in front

of the "lass( (8 mins) 3( &ea"her ro#ides feedba"/ to studentsB ans%ers( (5 mins)

Closure ?1(03m * 1(0)m@

1( &ea"her as/s %hat the students ha#e learnt( (2 mins)

 &o %ra u the lesson(

 Appendices ummary ?or/sheet@

rahi" tris 1

3

2

4

)



6

>

'

11

10

12

13

14

1)

rahi" stris -ebe""a+ a asserby sees a man lying in the street and stos to loo/( &hen she loo/s around and %hen she sees that nobody is there+ she %al/s a%ay(

=ut+ she %ants to see ho% he is so she "omes ba"/ and loo/s at the man again( ,erhas she is guilty or "urious(

Net+ ,atri"/ "omes along and %ants to /no% if the man is dead( 8e is un%illingly to hel the man but he tells -ebe""a that she should hel be"ause

 &hen "omes Da#id and he noti"es that the man is ill and sleeing( ,atri"/ "ame before Da#id but he instru"ts Da#id to %a/e the man u(

Da#id is annoyed and he tells ,atri"/ to %a/e the man u( ,atri"/ insists that -ebe""a should %a/e him u sin"e she "ame !rst( -ebe""a and Da#id retort

 %oman in blue "omes and /neels do%n at on"e to hel the man( Da#id and -ebe""a try to sto her from heling him( -ebe""a then says that he is not her roblem( &he %oman gets angry and tell her to /ee 9uiet and hel( &hey

 &he %oman instru"ts Da#id to get an ambulan"e 9ui"/ly( 8e tries to refuse but she is !rm and he goes(

Net+ the %oman urgently tells -ebe"a to get some %ater( -ebe""a loo/s angrily at her and as/s her %here to get it(  &he %oman oints to a house nearby( -ebe""a goes mee/ly(

 &hen+ the %oman instru"ts ,atri"/ to ta/e the manBs ulse( $i/e an eert+ ,atri"/ /neels do%n and ta/es his ulse and he tries to listen to %hat the man is saying( 8e hears the man

 &he %oman instru"ts ,atri"/ to loo/ for the ills in the manBs o"/et( ,atri"/ ta/es out a bottle of ills and reads the %riting on it( &he ills are for his heart %hen he is ill( 8e needs to

-ebe""a is ba"/ %ith a glass of %ater( &he %oman tells ,atri"/ to gi#e the man one of the ills %ith some %ater( ,atri"/ hels the man to sit u(

 &he %oman goes a%ay unnoti"ed( Da#id "omes running and shouting that the ambulan"e is "oming( 8e too seems "on"erned( 8e as/s ho% the man is(

,atri"/ gi#es the man a ill %ith some %ater( &hen he sho%s "on"ern and as/s ho% he feels(  &he man is a little better no%( ,atri"/ %as relu"tant to hel at !rst but no% he has done

 &he ambulan"e "omes(  do"tor and nurse attend to the man rofessionally(  &he man is .i"hael "ott+ the famous &V "hef(

 &he three assersby raise themsel#es and ta/e all the "redit for sa#ing the man( &hey "laim that the %oman did not %ant to hel and she
Refection (14th ul! "#1$% 7n this day+  ha#e a slitdouble eriod %ith 4V2( s for the !rst eriod+ some of them %ere a little bit un"ooerati#e and noisy+ so  got a little bit angry during the !rst eriod %ith this "lass(  &hen during the se"ond eriod+  ga#e them some grou a"ti#ities( ome of them really arti"iated themsel#es in the grou %or/+ but some %ere there %al/ing around+ and disturbing others( 7n"e again+ some indi#idual students %ho are gi#ing me roblem sin"e the !rst day of "lass( &hey do not seem to rese"t the lesson e#en %hen  am gi#ing inut to them( s for todayBs lesson+  emhasiFed on the imortan"e of them aying attention in "lass(  tal/ed to my uru ,embimbing about this roblem+ that some of the students are not "ooerating in "lass+ he ga#e me some "onstru"ti#e ad#ises and said that the egoisti" in them might made them feels li/e they are the bad students and that is %hy they are being la"ed in the #o"ational "lass( fter listening to my uru ,embimbing+  told the students that %hat they learn in #o"ational "lass is as useful as %hat the s"ien"e stream students learn(  hoe they "an understand %hat  said though(  hoe  %ould be able to "ontrol the roblemati" students in this "lass+ it is not going to be easy anyho%+ but  %ill try my best be"ause %e are also learning as %e tea"h( 8o%e#er+  found out that the boys in this "lass+ they %ere e"ited to /no% if they %ill get any re%ard if they are the !rst to !nish the grou %or/( ,erhas re%arding system "ould be my !rst a"tion resear"h "y"leBs toi"  shall see ho% things go in the future( s for no%+ 