PART 1 Lesson Plan I Date Day Subject Class Language Proficiency Topic Theme Time Enrolment Prior knowledge

Curriculum

: 28 September 2011 : Wednesday : English : Form 2 : Beginner : Knowing one's behaviour towards others : Health : 80 minutes : 10 students : Students are able to relate the moral of the story in their daily lives and the situation in the current society : 3.0. Language for Aesthetic Use 3.1.Listen to, read, view and respond to literary works by a) understanding and telling in one's own words the story and poem heard and/or need and giving one's opinion. b) recognizing elements in a story such as characters and setting. Level 1 iii) retelling the story or content of the poem in one's own words

Objectives, At the end of the lesson, students should be able to: i) edit dialogues from a story. (Practice stage 1) ii) change the form of tenses of a passage. (Practice stage 2) iii) differenciate the differences between the structure of written language and spoken language. (Production stage 1) iv) act out the role given in a suitable context. (Production stage 2) Educational Emphases : - Thinking Skills - Multiple Intelligence - Learning How to Learn Skills - Preparation for the Real World Moral Values : - Respect towards others. - Polite : - Article/Story from the website: http://www.short_stories.co.uk/ - Worksheet I - Worksheet II : -Kementerian Pendidikan Malaysia. (2003). Huraian Sukatan Pelajaran Bahasa Inggeris Tingkatan 2. Kuala Lumpur:

Teaching Aids

References

Dewan Bahasa dan Pustaka. -http://www.short_stories.com.uk/ Stage/Time Teacher's Activity Students' Activity Teaching Aids/ Educational Emphases/ Rationale

Presentation Stage 1 (5 minutes)

Teaching Aids: - The copies of the 1) The students 1) The teacher gives story briefly scan through instruction to the Educational the story received students about the Emphases: from the teacher. activity today. -Learning How to 2) The students listen 2) Teacher gives out Learn Skills and follow the the copies of the story Rationale: instructions given by to each student. - To let the students the teacher. understand the purpose of the lesson TeachingAids: - White Board 1) Teacher provides 1) Students copy the Educational the summary at the summary from the Emphases: board and asks the board. - Learning How to students to copy 2)Students listen for Learn Skills down. the explaination of Rationale: 2) Teacher explains the summary by the - To enable students the summary. teacher. to understand the story Teaching Aids: 1) Teacher divides the 1) Students are to sit - Worksheet 1 students in pair and with their pair as Educational distribute Worksheet assigned. Emphases: 1 to the students. 2) Students are to use -Preparation for the 2)Teacher asks the the Worksheet 1 Real World students to discuss given to discuss the Rationale: the character in the character and relate - To enable students story and relate the the character to to draw a relationship character to someone someone in their life. from a story to a real around them. life person.

Presentation Stage 2 (10 minutes)

Practice Stage 1 (15 minutes)

Practice Stage 2 (10 minutes)

Production Stage 1 (15 minutes)

Production Stage 2 (25 minutes)

Teaching Aids: - Worksheet II 1) Teacher asks the 1) Students change Educational students to change thethe form of tenses Emphases: form of tenses of the into Simple Present Thinking Skills passage derived from Tense of the passage Rationale: the story into Simple derived from the - To enable students Present Tense story. to learn the language and the structure of the language. Teaching Aids: - White Board 1) Teacher chose a 1) Students are to Educational scene cut out fro the listen and understand Emphases: story. the scene cut out - Learning How to 2) Teacher asks the from the story by the Learn Skills students to pick a teacher. - Multiple character from tthe 2) Students draw a Intelligence story randomly. name of a character Rationale: 3) Teacher asks the from a box. - To enable students students to prepare a 2) Students are to to learn the differenes script for the prepare a script for between the structure character. the character chosen. of written and spoken language. Teaching Aids: - Worksheet III (Script) Educational Emphases: 1) Teacher again asks - Learning How to 1) Students are to the students to pick a Learn Skills role-play the character randomly. - Multiple character chosen. 2) Teacher asks the Intelligence 2) Students are to use students to role-play - Thinking Skills the script prepared the character chosen Rationale: and act out the scene by using the script - To provide the of the story. prepared earlier. students an opportunity to act out the scene - To build self confidence among the students.

STUDENT'S COPY Worksheet 1 Have you encountered a person who is snobbish and ridiculed everyone just like the princess in the story? What would happen if we follow the footsteps of the princess? What can we do to change such behaviour? Discuss with your pair and write down your points in the form of mindmap as prepared below.

What can we do to change a snobbish behaviour?

Worksheet II At first the trade went well because many people, seeing such a beautiful woman, went to buy her wares and paid their money without even thinking of taking away the goods. They lived on this as long as it lasted and then her husband bought a fresh lot of pots and pans, and she sat herself down with it in a corner of the market. However, soon a drunken soldier soon came by and rode his horse against her stall and broke all her goods into a thousand pieces. She began to cry, and did not know what to do. 'Ah! what will become of me?' she said; 'what will my husband say?' So she ran home and told him everything.

Worksheet III (Script) Two day later, travelling fiddler came by the castle. He began to play under the window and begged for money and when the king heard him, he said,'Let him come in.' So, they brought the dirty looking fellow in and, when he had sung before the king and the princess, he begged for a gift. The king said, 'You have sung so well that I will give you my daughter to take as your wife.' The princess begged and prayed; but the king said, 'I have sworn to give you to the first man who came to the door, and I will keep my word.' Words and tears were to no avail; the parson was sent for, and she was married to the fiddler. When this was over, the king said, 'Now get ready to leave -- you must not stay here -- you must travel with your husband.' So the fiddler left the castle, and took the princess with him.

Role of "The King" You are the king, father to the princess. Write your script when the fiddler cried and begged at the door. ask the princess to listen to the fiddler's singing after the fiddler finished singing stern warning to reprimand the daughter when she begged not to married the fiddler the preparation of the marriage ceremony during the marriage ceremony. after the marriage ceremony Role of "The Fiddler" You are the travelling fiddler who is poor. Write your own script when you came to a castle to beg for money you sing before the king and the princess asks for a gift after you have finished singing thank the king for the gift bestow by the king during the marriage ceremony after the marriage ceremony you take the princess with you

Role of "The Princess" You are the beautiful princess who are very proud, haughty and conceited. Write your own script when the king asked you to join him the fiddler is singing in front of you and the king begged and prayed when the king married you to the fiddler during the marriage ceremony after the marriage ceremony the fiddler take you with him to travel

TEACHER'S COPY (Suggested Answer) Worksheet 1 Have you encountered a person who is snobbish and ridiculed everyone just like the princess in the story? What would happen if we follow the footsteps of the princess? What can we do to change such behaviour? Discuss with your pair and write down your points in the form of mindmap as prepared below. must know the basic courtesy in greeting learn to be polite when talking What can we do to change a snobbish behaviour? train oneself not to bad mouthing people

learn to know the rules when there are guests in the house

listen to advice that are given by the people around you

Worksheet II At first the thetrade tradegoes went well because many people, seeing such a beautiful At first well because many people, seeing such a beautiful woman, buy her wares and paid their money without even thinkingtaking of taking woman, went go to to buy her wares and pay their money without thinking away Two day later, travelling fiddler came even by the castle.of He began to play away the goods. They lived on this as long as it lasted and then her husband bought a the goods. They live on this as long as it lasted and then her husband buys a fresh a lot under the window and begged for money and when the king heard him, he of pots and pans, and she sits with it in a corner of the market. fresh lot of pots and pans, andherself she satdown herself down with it in a corner of the market. said,'Let him come in.' However, So, soon a soldier soon comes and his her they brought the dirty looking fellow in and, whenagainst he had sung However, soon a drunken drunken soldier soon came by by andrides rode hishorse horse against stallstall and and breaks all her goods into a thousand before the king and the princess, hepieces. begged for a gift. her broke all her goods into a pieces. You are the king, father tothousand the princess. Write your script when The king said, 'You sung so that I will will givebecome you myof daughter She begins to cry, and does nothave know what towell do. 'Ah! what She began to cry, and did cried not know what to do. 'Ah! what will become of the fiddler and begged at the door. to take as your me?" she says; 'what will wife.' my husband say?' So she runs home and tells him everything. me?' she said; 'what will my princess husband say?' she ran home and told everything. ask the to listen to the fiddler's singing The princess begged andSo prayed; but the king said,him 'I have sworn to give you to the first man who came to the door, singing and I will keep my word.' after the fiddler finished and tears were towhen no avail; the parson was sent for, she was stern warning toWords reprimand the daughter she begged not to married theand fiddler married to the fiddler. the preparation of the marriage ceremony When this was over, the king said, 'Now get ready to leave -- you must during the marriage ceremony. here -- you must travel with your husband.' Worksheetnot III stay (Script) after the marriage ceremony So the fiddler left the castle, and took the princess with him. Role of "The King"

Script "Who's the one singing by the window and begging for money at the door in this hour?" "Send him in!" "My daughter, would you like to join me for an occasion in listening for the fiddler's You are the travelling fiddler who is poor. Write your own script when singing?" to a castle to beg for money "What a nice voiceyou youcame have!" you sing before the give king you and my the daughter princess to take as your wife." "You have sung so well that I would asksand for praying!" a gift after you have finished singing "No more begging "I have sworn to givethe you to the manbestow who came to the door, and I will keep my thank king forfirst the gift by the king word." during the marriage ceremony "Men! Ask for the parson! The not be delayed!" after themarriage marriagemust ceremony "I now hand my daughter to you to take as your wife. You must love her as you love you take the princess with you yourself." "You are now a wife of a man. Take note of your own behaviour and listen to your husband." "Now, get ready to leave for you must not stay here. You must travel with your husband." Role of "The Fiddler" Script "Lalalala~~~, grant me some pences dear king!" "What is the song that Your Highness wished to listen to?" [Song = According to individual preferences] "What does Your Highness grant me for I haveand sing the song Your You are the beautiful princess wished who areto very proud, haughty conceited. Write Highness had asked?" your own script when "Oh, thank you Your Majesty!" the king asked you to join him "I shall take the princess as my wife, .................... fiddler is singing inPlease front of you and the king "I will take a the good care of my wife. rest assure I shall do her no harm." and prayed king married you to the fiddler "Come begged my princess, for wewhen shall the be returning to my residence. Time is precious and during the marriage ceremony we shall not waste much longer." after the marriage ceremony Role of "The Princess"the fiddler take you with him to travel Script "Yes, sure my father." "Hmm... not as good as I thought to be." "What! Father, you can't do this to me!" "I can't married a poor, filthy, fiddler! I am a princess! I ought to be with someone in my own rank! Someone who is worthy of me!" "No! Father, please! I don't want to marry the fiddler! Please!" [Sobbing] "Yes, father." "Yes, father." "Yes, my husband."

Lesson Plan II Date Day Subject Class Language Proficiency Topic Theme Time Enrolment Prior knowledge Curriculum

: 12 October 2011 : Wednesday : English : Form 2 : Beginner : Choosing Friends Wisely : Social Issues : 80 minutes : 10 students : Students are able to relate the incident happen to their daily lives and current situation. : 1.0 Language for Interpersonal Use 1.2 Take part in social interaction by a) participating in conversations and discussions and; b) making plans and arrangements Level 1 i) Expressing congratulations and responding appropriately. ii) Giving compliments and responding appropriately. iii) Offering help and responding appropriately.

Objectives, At the end of the lesson, students should be able to: i) identify the form of tenses. (Practice stage 1) ii) use the same form of tenses to complete the assign task. (Practice stage 2) iii) guess the context by reading the sentences. (Production stage 1) iv) discuss the situation and relate with their current situation (Production stage 2) Educational Emphases : - Thinking Skills - Multiple Intelligence - Preparation for the Real World - Values and Citizenship Moral Values : - Be Vigilant in Surrounding. - Be Careful on the Road : - Whiteboard - Situation Cards : -Kementerian Pendidikan Malaysia. (2003). Huraian Sukatan Pelajaran Bahasa Inggeris Tingkatan 2. Kuala Lumpur: Dewan Bahasa dan Pustaka. -http://www.teachingenglish.org.uk/activities/i-couldntbelieve-my-eyes

Teaching Aids

References

Stage/Time

Teacher's Activity

Students' Activity

Teaching Aids/ Educational Emphases/ Rationale

Presentation Stage 1

1) Teacher enters the class with a gloomy face and telling the students about the current incident that had happen to himself/herself. 2) The teacher may start by saying, "Last night, when I was driving on my way home, there were a group of motorcycles at the back of my car. 1) Students listen to Teaching Aids: They roared their the story by the - Teacher's acting motorcycles and tried teacher as he/she skills to surround my car. I entered the class. Educational was flustered and 2) Students may ask Emphases: scared as they tried to for clarification - Preparation for the lead me to an isolated regarding the incident Real World road. My Myvi tried shared by the teacher. Rationale: to outrun them! Some 3) Students may also - To get the attention of them used their ask for any words of the students in helmets to hit my car. which they do not listening to a I overtook them in a understand through story/incident corner and drove out the story. quickly to the nearest police station. After that, I did not saw them at the back of my car again." 3) Teacher may add any other incidents. 4) Teacher is to explain the words which are not clear to the students.

Presentation Stage 2

Teaching Aids: 1) Teacher writes up Whiteboard. the incident at the Educational board to form a Emphases: 1) Students copy the paragraph. incident as written on 2) Teacher asks the Rationale: the board. students to copy the - To enable the sentences in their students to paper. understand the story better. 1) Teacher asks the students to think of the form of tenses and the meaning of words in the paragraph. 2) Teacher asks questions such as: - When does this happen? - What kind of tenses that is used? 1) Students think of Teaching Aids: the form of tenses - Activity Sheet and the meaning of Educational words in the Emphases: paragraph as asked by- Thinking Skills the teacher. - Multiple 2) Students gives Intelligence answer such as: Rationale: - The incident - To enable the happens in the past. students to learn the - The tenses we language and practice should use is Simple in a controlled Past Tense context.

Practice Stage 1

Practice Stage 2

1) Students are 1) Teacher divides the formed into 2 groups students into 2 by the teacher. groups. 2) The group leader 2) Teacher gives a received a card from Teaching Aids: card which has a the teacher. - Situation Card situation to each 3) Students are - a piece of paper group. required to write 6 to Educational 3) Teacher gives 7 sentences in a piece Emphases: instruction on what to of paper about each - Thinking Skills do with the situation situation card. - Multiple received. 4) Students must Intelligence 4) Teacher tells the keep the situation students not to reveal card and the their cards to the information as a other group. secret. 1) Teacher asks the students to pass the sentence written in the piece of paper to the other group to 1) Students are to Teaching Aids: exchange the paper - Situation Card written down with the Educational other groups. Emphases: 2) After reading the - Thinking Skills

Production Stage 1

guess the actual sentences, the Rationale: situation in the card. students must guess - To enable students what kind of situation to think and guess the card other group had closest answer to the received. situation provided. Teaching Aids: -Situation Card Educational Emphases: 1) Teacher asks - Values and students if they have Citizenship 1) Students are to encountered a - Preparation for the shared their real lives situation which is Real World. experience with their similar to the Rationale: peers. situation card. - To build up 2) Students must used 2) Teacher must confidence to speak Simple Past Tense in guide the students to in the class. telling and discuss a discussion where - To enable students their story as a class. the students must use to use the target Simple Past Tense. language to speak in a suitable context. - To prepare the students to the reality world.

Production Stage 2

STUDENT'S COPY ACTIVITY SHEETS "Last night, when I was driving on my way home, there were a group of motorcycles at the back of my car. They roared their motorcycles and tried to surround my car. I was flustered and scared as they tried to lead me to an isolated road. My Myvi tried to outrun them! Some of them used their helmets to hit my car. I overtook them in a corner and drove quickly to the nearest police station. After that, I did not saw them at the back of my car again." - When does this happen?

- What kind of tenses that is used?

- Why we should use this type of tenses?

- Why the word "surround" in the second sentence is not in the form of Simple Past Tense?

SITUATION CARDS When you were watching a midnight movie with your friends, there are already raining cats and dogs outside your windows. Just when the suspense of the movie just started, your friends claimed that he/she heard a knock on the door. [Start]:You tried to walk over the door.......

In the morning where the sun shines brightly, you just woke up from your cozy bed. You walked towards your front door to fetch the newspaper, suddenly you've heard a yelping sound by a puppy. [Start]:You saw a box and looked over in the box......

One day when you were along the park, you saw a little boy being attacked by a group of dogs. You picked up a stick and ran towards the boy's direction. [Start]: You...........

A teacher who left her class without monitoring. When she return to the class, she saw............

Source: -http://www.teachingenglish.org.uk/activities/i-couldnt-believe-my-eyes

TEACHER'S COPY ACTIVITY SHEETS "Last night, when I was driving on my way home, there were a group of motorcycles at the back of my car. They roared their motorcycles and tried to surround my car. I was flustered and scared as they tried to lead me to an isolated road. My Myvi tried to outrun them! Some of them used their helmets to hit my car. I overtook them in a corner and drove quickly to the nearest police station. After that, I did not saw them at the back of my car again." - When does this happen? (last night when the teacher was driving home) - What kind of tenses that is used? (Simple Past Tense) - Why we should use this type of tenses? (Because the incident has already taken place.) - Why the word "surround" in the second sentence is not in the form of Simple Past Tense? (Because there is an infinitive to-)

SITUATION CARDS (SUGGESTED ANSWER) In the morning where the sun shines brightly, you just woke up from your cozy bed. You walked towards your front door to fetch the newspaper, suddenly you've When you were watching a midnight movie with your friends, there are One day you were along the park, you saw a already little boy being attacked by a heard a when yelping sound by a puppy. raining cats and dogs outsideof your windows. Just up when the suspense of the the boy's direction. dogs. picked stick and puppy ran towards [Start]:You saw a box andgroup looked over inYou the box. Thereais a small in there. movie just started, your friends claimed that he/she heard a knock on the door. [Start]: You shouted and ran like a person possessed. You lift the box up and looked eye to eye with the puppy. Its so adorable.The Youdogs all ran away. You [Start]:You tried to walk over the door... andcried you have heard you nothing. "THUM! saved the couldn't boy! The boy and thank gratefully. You accompanied the boy wished you could keep it. You bear with the heartache when your Buddy THUM! THUM!" You was startled. There shouldn't be anyone to come to your to to the nearest a checkup ensure there are no injuries. The boy called died last time. You had send it toclinic local for animal shelter.to They would know what house at such hour. Your looked over at the window but they saw no one. his friends mum to fetch tohim do. at the clinic. His mother thank you profusely for rescuing This is creepy. You turned up the volume loudly hoping to drown out the his son from the dogs. knocking sound. A teacher who left her class without monitoring. When she return to the class, she saw the class was quiet. There was no one around! She was puzzled. The class should be filled with students. Where did the students go? She decided to look in the library hoping to find those students. Suddenly, 'pop!'. The students handed a birthday cake to her. Source: -http://www.teachingenglish.org.uk/activities/i-couldnt-believe-my-eyes PART 2 Introduction There are 2 lesson plans in this assignment paper. The 2 lesson plans were design by using 2 different stimuli which are text and situation. In the first lesson plan, the text used was known as "King Grisly Beard". The teacher used the text to teach Simple Present Tense as a grammar item and used role-play method as to teach the speaking skills to the students. The second stimulus was a situation where the teacher used his/her acting skills to conjure up a situation. The situation was used to teach Simple Past Tense and a speaking skill. In speaking skill lesson, the students were asked to discuss the situation card received from the teacher in Simple Past Tense. The scope of teaching grammar for Form 2 students had been drawn out and planned by the Ministry of Education of Malaysia in Huraian Sukatan Pelajaran Bahasa Inggeris Tingkatan 2. Body of Content The story "King Grisly Beard" was derived from the website http://www.shortstories.co.uk/. The story was written in past tense. The students can show how they understand by using the text which are in past tense and change them in Simple Present Tense. As the students are all in beginner level, a short passage was used in order not to confused them. Another stimulus, the situation which emphasised in past tense as the incident mentioned has already happened. The lesson to teach the grammar item was reversed so that the students were able to utilised what they had learnt after one week. The students were asked to change the form of tenses from past tense to Simple Present Tense.

The problems when I encountered in completing the task is that it was difficult to find a text which is suitable for my students. Most of the article posted in the websites consists of explicit contents. I have to search slowly to find the ideal story for them. Another problem was that my students have no interest at all to read a six page story. Therefore, to help clearing up the problem, I read the story for them and explained the details and vocabulary that they do not understood. I have to acted out certain scenes to help clearing their haze. Conclusion As a conclusion,