Nuruls lesson plan for reading

Date

: 28 April 2007

Time

: 40 minutes

School

: Sekolah Menengah Kebangsaan Abdul Rahman Talib,

Jalan Alor Akar, 25000 Kuantan

Location

: Semi-urban

Form

: 1 Dynamic

Enrolment

: 30 students

Level of proficiency : Intermediate

Subject

: English Language (Reading)

Topic

: What a Wonderful World! (Environment)

Prior knowledge

:Students have background knowledge about waste in environment and the

recycling programme.

Curriculum
specifications

: 2.1 Obtain information for different purposes by reading material in

print such as article.
2.2 Process information by skimming and scanning for specific
information and ideas, and extracting main ideas and details.

Skill

: Reading.

Sub-skills

: Classifying, integrating information with students prior

knowledge, and transferring media from linear text to non-linear
text.

General objective

: To enable students to transfer information from linear text to non-linear

text.

Specific objectives

: By the end of the lesson, students will be able to:

Pre-reading
# Orally answer 3 questions related the picture of recycle
sign
While-reading
1. Beginner
# Complete the mind-map with answers given in the text
box with at least 80% accuracy.
2. Intermediate
# Complete the mind-map with the answers given in the
text box with at least 80% accuracy.
3. Advanced
# Complete the mind-map with short answers with at least
80% accuracy.
Post-reading
#Write an article in about 250 about words on ways one can help
to reduce waste.

Moral values

: Love towards nature, responsibility, discipline, cooperation, tolerance

Teaching materials

: Transparency, reading text, worksheets

References

: Wee, Doris; Bien, Teo Hwee. (2003). Companion English Form 1

Johor Bahru: Penerbitan Pelangi Sdn. Bhd. Malaysia.

Ministry of Education, Malaysia (2003). Curriculum
Specifications for English, Form 1, Kuala Lumpur: Dewan
Bahasa dan Pustaka.

Stage/ Time
Pre- reading

Activity/ Content
Whole class activity

10 minutes

Aids:

Presentation/ Rationale
1. Teacher shows the picture of recycle
sign on transparency . (Appendix I)

1. Transparency on the
picture

of

recycle

2. Based on the picture, students are

asked to answer three questions:

sign

3. Teacher responds to students answer.

(Appendix I)

4. Teacher helps students in answering

Questions:
I. Do you know this sign?
II. Where could you find this
sign?
III. What is the significance of
this sign to our
environment?

the questions appropriately.

5. Teacher explains about the importance
of recycling to our environment.
6. Teacher relates this to the topic of the
reading text.
Rationale:
To activate the appropriate network
of schemata for reading the text.
To initiate students interest to the

While-reading

Individual Activity

topic of lesson.
1. Teacher gives instructions as follows;

Aid:
1. Worksheet 1

I.

Read the text.

20 minutes

(Appendix 11, III, IV,

II. Complete the worksheet.

or V)

a. Beginner (Appendix III)

Complete the mind-map with
the answers given in the text
box.
b. Intermediate (Appendix IV)
Complete the mind-map with
the correct answers given in the
text box.
c. Advanced (Appendix V)
Complete the mind-map with
short answers.
III.

Attempt the task in 10 minutes.

IV. Refer to the text to find the

answers if necessary.
V. Compare your answers with your
partner on the left.
2. Teacher asks students for feedback to
ensure that they understand what they
are supposed to do.
3. Teacher distributes the worksheet 1
(Appendix III, IV or V) to students.
4. Students attempt the task.
5. Students compare their answers with
their partner. Teacher discusses the
answers as a class.
Rationale:

To enable students to classify for

different ideas presented in the
text.

To enable students to transfer

information from the text in print to

Post-reading

Pair work

10 minutes

Aid:

the non-linear text.

1. Teacher gives instructions as follows:
a. Work with a partner on your

1. Worksheet 2
(Appendix VI)

left.
b. Write an article about ways you
can help in reducing waste.
c. Use the guidelines to help you
writing.
d. An article should be written
within 250 words.
e. Students can take the task as
homework if they do not
manage to finish it.
2. Teacher asks students for feedback to
ensure that they understand what they
are supposed to do.
3. Teacher

distributes

Worksheet

(Appendix VI) to students.

4. Students attempt the task.
5. Teacher asks students to attempt the
task as homework if they do not
manage to finish it.
Moral of the Lesson:
To instill students awareness on the
importance of preserving our environment.
Rationale:
To enable students to apply what
they have learned today.

APPENDIX I

APPENDIX II

Read the passage.

Waste is the material remaining at the end of a process, the material
that is not used or is thrown away because it has no further use.
Then main types of waste we produce are domestic, industrial,
hazardous and human. Domestic or household waste comes from our
homes, schools, shops and offices and includes leftover food and the
packaging and products we throw away. Industrial waste comes from
factories and power stations and is mainly made up of the waste
materials, liquids and gases from production processes. Hazardous
waste includes chemical, toxic and radioactive waste. These wastes
come mainly from industry but also include chemicals used in modern
agriculture. These wastes are both are of special concern because they
can be extremely dangerous to both people and environment. And with
the worlds population now over 6 billion people, and still growing, waste
from our own bodies is becoming a problem too.
The problem with waste is that it remains in our environment- we
move it from one place to another, but rarely get rid of it completely.
Nature has recycled waste material for millions of years as part of the
global ecosystem, but human population has increased so rapidly during
the last century that the environment is now threatened by our activities
and the wastes these activities produce. This damage can be seen in the
contamination of rivers, the poisoning of soils and the polluted air in
many of our towns and cities.
Many scientists believe that if we dont act soon, both to reduce
waste and to use resources more carefully, the global ecosystem will fail,
with the result that many species, including humans, could become
endangered. One of the easiest changes we can make to the way we
live is to think about the three Rs- Reduction, Reuse and Recycling.
Word
hazardous
- dangerous
extremely
- very
contamination - pollution

Waste, Recycling and Reuse

Our Impact On The Planet
Rob Bowden

While-reading Activity

APPENDIX III

1. WORKSHEET 1 (BEGINNER)
Complete the mind map below with the information in the text box below.
Types of Waste
1 domestic

Where It Comes From

1 .

2 .

2 .

3 .

3 .

4 .

4 .

WASTE
WASTE

Damage Caused by Waste

1 .

Ways to Solve the Problems

1

2 .

3 .

domestic

human

homes, schools, shops and offices

industrial

factories and power station

industry and agriculture

contamination of rivers

people

reduce waste

poisoning of soils

hazardous

polluted air

use resources more carefully

change to the 3Rs ways of living

While-reading Activity

APPENDIX IV

2. WORKSHEET 1 (INTERMEDIATE)
Complete the mind map below by choosing the appropriate information in the text box at
the bottom. You may not use all of the information provided.
Types of Waste
1 domestic

Where It Comes From

1 .

2 .

2 .

3 .

3 .

4 .

4 .

WASTE
WASTE

Damage Caused by Waste

1 .

Ways to Solve the Problems

1

2 .

3 .

domestic
While-reading Activity
homes, schools,
shops and offices
3. WORKSHEET
1 (ADVANCED)

human

APPENDIX V

industrial

factories
andmap
power
stationwith short answers.
chemical, toxic and radioactive
Complete
the mind
below
contamination of rivers

waste

reduce waste

industry and agriculture

leftover food and the packaging

people

and products

poisoning of soils

hazardous

polluted air

use resources more carefully

change to the 3Rs ways of living

While-reading Activity

APPENDIX V

3. WORKSHEET 1 (ADVANCED)
Complete the mind map below with your own words.
Types of Waste
1 domestic

Where It Comes From

1

WASTE

Damage Caused by Waste

1

Ways to Solve the Problems

1

Post-reading Activity

APPENDIX VI

WORKSHEET 2 (INTERMEDIATE)
Write an article in about 250 words about ways you can help in reducing waste. Include
the points below in your article.
buying in bulk reduces household rubbish, for example, fruits
buy second-hand or repair old products, for example car
use and reuse clothes instead of following fashion

Use the guidelines below to help you.

Title:
..

Introduction
Introduce and define the
topic.

Body
1.Explain the various ways
to reduce waste
include the suggestions
given.
2.Make sure you give
examples
and
elaborations for each
suggestion.
3. Write in complete
sentences.

......................................................................................................
............

Conclusion
Give a general statement
about the topic.

Chan Kuo Wei

Lesson Plan
Date

4th April 2007

Time

40 minutes

School

SMK Taman Sri Muda

Location

Semi-urban

Form

1 Melur

Enrolment

40 students

Level of Proficiency

Intermediate

Subject

English Language (reading)

Topic

Family Circle

Prior Knowledge

Students have learned about houses in primary school

Curriculum Specifications

2.0 Obtain information for different purposes by reading

materials in print such as articles in print and electronic
media
2.2 Process information by following sequence of ideas

Skills

Reading, Writing, Speaking

Focal skill

Reading

Sub-skill

Chronological sequence

General Objective

To enable students to understand the sequence of events of

a text.

Specific Objectives

By the end of the lesson, students will be able to:

Pre-reading

Orally answer questions related to the topic within 5

minutes
While Reading

1. Beginner

Complete the flowchart by filling in the blanks with correct

answers given in the text box with at least 80% accuracy.

2. Intermediate

Fill in the blanks by choosing the correct answers from the

text box which includes distracters with at least 80%
accuracy

3. Advanced

Complete the flowchart on the sequence of events in their

own words with at least 80% accuracy

Post reading

Write an essay titled A House I Want as a Home in 250

words

Moral Values

appreciation, contentment

Teaching Materials

transparency, reading text, work sheets, OHP

References

Ministry of Education, Malaysia (2003),

Curriculum Specifications for English
Language, Form 1. Kuala Lumpur:
Dewan Bahasa dan Pustaka
Just English Magazine Special Edition 2006.
Kuala Lumpur: Just English Sdn. Bhd.

Stage/ Time
Pre-reading

Activity/ Content
Whole class activity

Presentation/ Rationale
1. Students are instructed to do

(5 minutes)

the following:
Teaching Aids:

a) Students will be shown a

Transparency (Appendix

transparency on houses

1), OHP

b) They will be required to

answer a few questions

Questions:

related to houses.

1. Where do you live?

2. Teacher asks for feedback to

2. How many people

check whether students

stay in your house?

understand the instructions

3. How would you

feel if six or seven

given.
3. Teacher shows transparency

more people move

into your house?

using OHP.
4. Teacher asks question 1-5 to

4. Would you be
comfortable sharing

randomly selected students

5. Teacher responds to

your house with a

lot of people?

students answers.
6. Teacher relates the activity
to the reading text.
Rationale:
To activate students relevant
content schemata before reading the
text.

While-reading

Individual and pair work

1. Students are instructed to do

the following:

Teaching Aids:
(18 minutes)

a. Read the text The

Reading text (Appendix 2),

Crowded House

Worksheet (Appendix 3)

silently
b. Complete the

flowchart on the
sequence of events
c. They will be given
15 minutes to finish
this task.
2. Teacher asks for feedback to
check whether students
understand the instructions.
3. Teacher distributes
worksheets (Appendix 3)
4. Students attempt the task
individually
5. When students have finished
the task, teacher instructs
students to compare their
answers with an adjacent
partner
6. Teacher discusses the task as
a class
Rationale:
To enable students to identify the
Post-reading

Individual work

(5 minutes)

sequence of events in the story

1. Students are instructed to do
the following:

Teaching Aid:
Worksheet (Appendix 4)

a. Write an essay titled

A House I Want as a
Home in 250 words.

Guidelines:
1) What kind of house
do you want?

b. They will be given

the task as homework
c. They will be required

2) What colour do you

to pass up the

want your house to

homework during

be?

their next class.

3) Where do you want

the house to be?
4) Why do you want
such a house?
5) Who do you want
to stay with you in
the house?

2. Teacher asks for feedback

to check whether students
understand the instructions.
3. Teacher gives out
worksheets (Appendix 4)
4. Teacher reads the guidelines
of the essay to the class.

6) Why do you want

5. Teacher asks for feedback

them to stay with

to check whether students

you?

understand the guidelines.

6. Students attempt the task as
homework.
Rationale:
To enable students to write a
personal response of the text.

Appendix 1

Appendix 2
Read the following passage.

The Crowded House

There once lived a poor Malaysian farmer named
Abu who had a very large family, and lived in a very
small house. Abus house was so crowded that his
children had to take turns to sleep in one tiny bed.
At last, Abu could stand it no longer. So he went
to the guru to ask him what to do about his impossible
situation.
The wise guru thought hard and long and at last
had an idea. I will tell you what to do, he said. Bring
your chicken to live with you inside the house.
Abu couldnt understand how the chicken would
help, be he trusted the gurus wisdom and did as he
was told. But as soon as the chicken was inside the
house, it got frightened and flapped around the room,
scattering its feathers everywhere.
So Abu went to the guru and complained. It only
makes things worse, he said.
In that case, said the guru, bring in the goat to
join your family and the chicken.
Abu was even more confused, but did as he was
told. Soon the goat was running around eating
everything he could see. First he ate Abus bedspread,
and then he started on the childrens clothes. Abu

hurried back to the guru. My house is more crowded

than ever! he cried.
In that case, bring in your cow to live with your
family, the chicken and the goat.
Abu couldnt understand what was going on at the
moment, but he trusted the gurus wisdom. So he went
home and brought in the cow. But the huge cow
immediately knocked over all the pots and pans and
plates. By now the house was so crowded that no one
was able to move. Abu rushed off once more to see the
guru.
Guru, he cried, there is no more room to
breathe in my house. If it stays like this, we will all go
mad!
Dont worry, said the guru. I have another idea.
Go home and take the chicken, the goat and the cow
out of the house.
Abu was completely puzzled, but he did as the
guru had said. He put all the animals back into the
yard, and then an amazing thing happened. Without
the animals, the house seemed as big as a mansion.
There was room for all his children, his wife, and
himself. So Abu and his family learned to appreciate
what they had, and they lived happily ever after in
their huge little house.

Appendix 3 (Beginner)
Choose the correct answers from the text box and fill in the blanks according to the sequence of
events in The Crowded House. The first one is done for you.
Abus house was crowded

Abu learned to appreciate what he had

Abu asks the guru for help
The house became more crowded
Finally the guru told Abu to remove the animals from the house.
The guru tells Abu to bring in the chicken, the goat and the cow to
live with his family.
Abus house was crowded

Appendix 3 (Intermediate)
Choose the correct answers from the text box and fill in the blanks according to the sequence of
events in The Crowded House. The first one is done for you.
Abus house was crowded

Abu praised the guru

Abu learned to appreciate what he had
Abu asks the guru for help
The house became more crowded
Finally the guru told Abu to remove the animals from the house.
The guru tells Abu to bring in the chicken, the goat and the cow to
live with his family.
Abu enjoyed having the animals in the house
Abus house was crowded

Appendix 3 (Advanced)
List the sequence of events of The Crowded House in your own words. The first one is done
for you.

Abus house was crowded

Appendix 4
Write an essay titled A House I Want as a Home in 250 words.
You should use the following guidelines to aid you to write the essay:

What kind of house do you want?

What colour do you want your house to be?

Where do you want the house to be?

Why do you want such a house?

Who do you want to stay with you in the house?

Why do you want them to stay with you?

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