Contents

LESSON PLAN ..................................................................................................................................... 2

REFLECTION ....................................................................................................................................... 9

REFERENCES ................................................................................................................................... 11

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LESSON PLAN

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Subject: English Language
Date : 29th February 2017
Time : 1.05-2.05 p.m
Class : 4 Hidayah
No. of Pupils : 35 pupils
Pupils level : Intermediate
Theme : World of Self, Family and Friends
Topic : Unit 15- Going Places
Focused Skill / Listening and Speaking
Language Focus :
Integrated Skills : Writing
Content Standard : 1.3. By the end of the 6year primary schooling, pupils will be able to
understand and respond to oral texts in a variety of contexts.
Learning Standards : 1. 3. 1. Able to listen to and demonstrate understanding of oral texts by asking
and answering questions.
CCTS : 1. Creating mental pictures.
2. Translating information.
Habits of Mind : 1. Applying past knowledge to new situations.
2. Thinking and communicating with clarity and precision
Grammar : Simple present tense
Vocabulary : Name of famous world landmarks (The Pyramid, Egypt. Eiffel Tower, Paris.
The Taj Mahal, India)
Teaching aids : Video clip of a song, pictures of famous landmarks.
Moral value : We need to travel often as travelling can open our mind and we can see lots
of beautiful culture around the world.
Previous Pupils have experience on going to a vacation before.
Knowledge:
Learning Outcomes: By the end of the lesson, pupils should be able to:
i. Ask and answer questions based on the landmarks and dialogues
given by the teacher.
ii. Act an appropriate situation with at least three dialogues according to
any interesting place or landmarks that they choose.

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 REMARKS
TEACHING AND LEARNING
STEP CONTENT (Rationale, CCTS,
ACTIVITIES
Moral Values, HOM)

Set Induction 1. Teacher shows a video clip of To set the mood and
(± 5 minutes) a song entitled “Hello to All the mentally prepare
Children of the World.” pupils for the lesson
2. The lyric of the song contains and to give them
the word ‘Hello’ in 9 different some idea of what
languages around the world. they are going to
learn in the lesson.
Hello, Bon Jour, Buenos Dias,
G’day, Guten tag, Konichiwa, Teaching aid:
Ciao, Shalom, Do-Brey Dien, 1. Video clip of a
Hello to all the children of the song.
world!

We live in different places from

all around the world,
We speak in many different
ways -
Though some things might be
different,
we’re children just the same,
And we all like to sing and play.

Hello, Bon Jour, Buenos Dias,

G’day, Guten tag, Konichiwa,
Ciao, Shalom, Don-Brey Dien
Hello to all the children of the
world!

There are children in the

deserts, and children in the
towns,
And children who live down by
the sea.

If we could meet each other, to

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 run and sing and play,
Then what good friends we all
could be.

3. Teacher introduces the topic

of today’s class, “Going
Places”

Presentation To introduce focused 1. Teacher shows picture cards To activate pupils’

(± 15 minutes) words and expressions of the world famous previous knowledge
landmarks. and experience.
FAMOUS WORLD 2. Teacher reads the article of
LANDMARKS: the landmarks.
3. Pupils asked to listen carefully
to the article read. Teaching aid:
4. Pupils asked to write down the 1. Picture cards
features of the landmarks
based on the article read. CCTS:
5. Teacher asked pupils where 1. Making
the landmarks are located. connections.
6. Teacher says the words and
followed by the pupils aloud.

Collosseum, Rome 7. Teacher shows a dialogue

between two friends about
their upcoming school holiday
vacation.

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 “Where are you going for
your holiday?”
“I am going to...”
“Where is it located at?”
“It is located at....”
“How long are you going?”
“I am going for.... days”
8. Teacher explains the

Eiffel Tower, Paris dialogue.

Taj Mahal, India.

The Pyramid, Egypt.

Practice 1. Teacher asks pupils to To consolidate the

(±15 minutes) HOLIDAY practice the dialogue in pairs learning of the words.
VACATION. by using the places they have
learnt during the presentation To practice
“Where are you going phase. pronunciation of the
for your holiday?” 2. Several pairs are chosen at words and

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 “I am going to...” random to present their expressions in
“Where is it located dialogue in front of the class. making, accepting
at?” 3. Teacher gives some gifts as and declining
“It is located at....” encouragement for pupils who invitation.
“How long are you try.
going?” To gauge pupils’
“I am going for.... recognition skill and
days” assess their memory.

CCTS:
1. Making
connections.

2. Translating
informations.
.

Moral value:
1. Be considerate.
2. Respecting other
people’s answers.
3. Always try to be
precise and
correct.

Production Pupils promote a place 1. Pupils are asked to be in their To apply and transfer
(±20 Minutes) that they choose pair again. knowledge learnt in
based on the earlier 2. Each pair is given a big piece the lesson.
conversation they had of paper (mahjong paper) and
during practise phase. a marker. To evaluate pupils’
3. Pupils are asked to draw a understanding of what
landmark that they wanted to they have learnt.
go during the coming school
holiday and act a play based Group work.
on the location.

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 4. There are two suggested play: Teaching aids:
a) Asking their parents to 1. Mahjong paper,
go on a vacation to the marker pen.
place.
b) Suggesting a place to Habits of Mind:
their classmates. 1. Thinking and
communicating
with clarity and
precision
2. Creating,
imagining and
innovating.

Closure Follow-up activity 1. Teacher concludes their To reinforce the

(±5 minutes) (reflections) lesson today. content knowledge
2. Pupils are asked do they want learnt and provides
to go on a local or overseas feedback to teacher
vacation. after the lesson has
ended.

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REFLECTION

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Micro teaching is an essential activity for trainee teacher to develop their skills in teaching in
the classroom. The core skills of microteaching such as presentation and reinforcement
skills help the novice teachers to learn the art of teaching at ease and to the maximum
extent. Besides, it also encourages the teacher to have the skill to control the class in any
situations. Micro teaching is a technique aiming teachers to prepare themselves to the real
classroom setting (Brent & Thompson, 1996).

Firstly, my lecturer asked us to perform only one part of the whole lesson and I chose
to conduct only the set induction from the whole lesson. The lesson that I conducted was for
year 4 Hidayah. The topic that I chose was “Unit 15, Going Places”. I began the lesson by
showing the pupils a short video related to the topic. The video was about going places. It
was very interesting and the pupils can sing along as the lyric of the song was stated in the
video. According to Bowen (2002), the pupils will learn more effectively if the lesson is fun
and interesting Regarding on my observation, the pupils sang the song in the video with
happiness. Next, this video will also give the pupils the main idea of what they will learn on
that day.

Furthermore, when conducting a lesson, I found that one of my strengths is my voice

projection was very clear. The participants or the pupils can understand and listened to my
instructions crystal clear. Moreover, the lesson went very smoothly after they understood all
of my instructions. After that, my second strength is I was able to control the class well. This
skill is very vital to teachers because it will enable them to conduct the class smoothly. For
instance, the pupils didn’t make any noises in the classroom because of my clear voice
projection and it was easier for me to give my instructions to them.

Then, one of my weaknesses is I was not very good in managing time. I realized that
I have exceeded the time that I planned for the set induction. This is because I have to
explain very clearly to the pupils who are low level. I also realized that I am lacking of the
skill in explaining things to pupils. I took quite a long time to explain some complicated things
to them. Plus, I feel I need to speak a little slower when explaining complex terms. I also
need to realize that low level pupils need more time to understand instructions and digest the
lesson than the advance pupils.

In a nut shell, I feel that there are not too many things that I have to improve on the
set induction, as I feel my teaching on the set induction was well planned and very
resourceful. However, I have to be a little more confident and believe that this is an area I
can improve upon, along with defining clearly the aims and objectives. The biggest change
that I would make would be with regards to speech. Ultimately, I am quite happy with how
my teaching presentation worked out.

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REFERENCES

Bowen. (2002). Arts In Teaching. U.K: Oxford University Press.

Thompson, B. &. (1996). Principle of Teaching. New York: Pearson.

Kementerian Pendidikan Malaysia (2016, August). Kurikulum Standard Sekolah

Rendah. Retrieved from https://www.slideshare.net/soulmoon/yearly-scheme-
of-work-english-year-3 2015

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