FORMAL LESSON PLAN

Teacher: ________NORAINI BINTI IBRAHIM__________________________________ KECUBUNG_________________ -. -+)/&#+-elangor School: _________________________________________________ ___________________________ 10.(0 11.(0 T!"e #er!o$: ____________ to _____________ __________ &o-s . __________ /!rls0 State:

Class:

______3 0$ 12&3 $01( ate:

___________________________

N%"&er o' St%$e(ts !( Class: ___3)____________

* Gender &rea+$o,(:

1.1 Lesson objectives / learner outcomes: (What is the lesson focus? / What will the pupils learn? What will the evidence of student learning be? !" the end of the lesson pupils should be able to : 1. #o listen to and follow simple direction . $. #o draw and complete the school plan based on the directions given verball".

1.$ 1.$

Lin%s to &ational 'urriculum:

1.(

Lin%s to )rimar" Language Learning *bjectives:

1.$.$ +ble to listen to and follow (b simple directions . 1.$.( +ble to give : (b simple directions to places in school.

1.,

Lin%s to previous and future lessons:

1

)upils had learnt the name of places in school in previous lesson. 1.4 Language anal"sis (%e" language learning students need to understand? 6 7ive the direction in clear and correct pronunciation. 6 stress on listening and spea%ing s%ills.

focus :

35.: new language to be presented/ rec"cled or practiced. What do

1.8

+nticipated difficulties:

6 Lac% of vocabular" and pupils tend to use mother tongue to communicate.

1.9 :aterials and resources: (te5tboo%; wor%boo% pages plus additional supplies such as wor%sheets; flashcards; posters; real objects; photographs; etc. 6 Word cards ; wor%sheet and map.

1.<

*utline of lesson structure: (proposed timings; stages; interactions and materials T!"!(/ Sta/e a($ Proce$%re1Act!2!t!es I(teract!o(
SET IN UCTION 6 #eacher gives few instruction and as%s pupils to respond. 35ample : loo% left ; loo% right ; loo% down and touch the ground. =aise "our right hand touch the s%". =aise "our left hand touch "our friend nose. 6 #eacher relates the activities with the lesson the" going to learn.

O&ser2at!o( Notes

( minutes

T!"!(/
34 "!(%tes

Sta/e a($ Proce$%re1Act!2!t!es

PRESENTATION 6 #eacher e5plains how to give and follow directions to the pupils. 6 #eacher stresses on few direction phrases . 35ample : #urn left ; 7o straight ; Wal% along ; turn right ; stop at the junction .

I(teract!o(

O&ser2at!o( Notes

5) "!(%tes

PRACTICE 6 #eacher conducts a role pla" game on giving directions. 6 +s%s three students to hold cards which contains name of places. 35ample : #oilet 'anteen *ffice 6 #eacher call out one student to stand in front of the class. 6 +s%s the student to choose which places he/she wants to go . 6 #he other students will give directions to the student until he/she reaches the correct place.

5) "!(%tes

PRO UCTION 6 +s%s pupils to sit in pair . 6 #eacher distributes a school plan and as%s pupils to draw the lines based on the teacher>s instructions. 6 #eacher chec%s the answer with the students.

5 "!(%tes

CLOSURE 6 #eacher shows to the pupils how to pla" ?-imon -a"s ? game and e5plains the rules of the game. 6 #he )upils must perform the action when teacher sa"s name an action follow with the words ? -imon sa"s > . e5ample : -imon sa"s turn left. -imon sa"s put up "our right hand. -tand straight.

Codes for Interactions: (Who is doing the talking?) Avoid 100% teacher-centred, teacher-controlled lessons! Aim for student-centred tasks and meaningful communication. T 6 S @ #eacher to -tudents S 6 T @ -tudent(s to #eacher S 76 SS @ /ndividual -tudent to other -tudents (one pupil to entire class group SP 76 SP @ -tudent )air wor% (pair partners 6 to each other S 76SG @ /ndividual -tudent to -mall 7roup of their partners #iming should be estimated !( the (%"&er o' "!(%tes "ou thin% that a specific stage; tas% or activit" might ta%e.
,

Consider: how will "ou personall" adapt lesson to different pupils; i.e. plan for Afast finishersB and varied paces and abilities in class.

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MENTOR9S NOTES: *o( a 4:#o!(t scale0

/nstructions 35planations :other #ongue 2se Euestioning :odelling 7rading #6- #al% Fealing with 3rrors )raise C Deedbac% Listening C -pea%ing )ersonalisation/+dapted to )upils -taging )ace :eaningful /nteraction 'lass :anagement C F"namics :aterials C =esources O;ER;IE< KNO<LE GE USE PRESENTATIO N

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REFLECTION: Ho, sat!s'!e$ a" I=============*o( a 4:#o!(t scale0

escr!#tors 'or sel':assess"e(t: #r" and base "our personal assessment of the lesson "ou gave on a 46point scale; where "ou feel: 1 @ ver" concerned about a number of aspects $ @ not satisfied; but had some positive points ( @ generall" satisfied; but concerned about certain aspects , @ Guite satisfied overall 4 @ ver" satisfied

that the lesso(=====888

had clear learning objectives? met the learning objectives? was clearl" lin%ed to the curriculum objectives? matched the abilities of the pupils? was well/logicall" seGuenced and managed? was well6paced?

164

that I =====
created a positive learning environment? related lesson material to pupilsH needs and interests? communicated well with m" class? (instructions; e5planations; Guestions; elicitation; gestures; e"e contact; voice; moving around modelled and used 3nglish well? supported the verbal with the visual well? (gestures; e5pression; pictures; board wor%; etc. promoted listening and spea%ing s%ills?

164

had a variet" of interactions? was pupil centred? (the" were activel" involved had a variet" of activities to promote learning and maintain attention? had an appropriate balance of L1/L$?

promoted personalised/genuine use of the language presented? dealt with learning mista%es when appropriate? motivated the pupils well? (praise; feedbac%; encouragement; reinforcing positive learning behaviour chec%ed understanding and learning?

385

I$e(t!'!cat!o( o' stre(/ths> !ss%es a($ (ee$s *,!th "e(tor0

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Act!o( #la( *,!th "e(tor

S!/(at%re _______________________________________________________________ __________________________________________________

Me(tor S!/(at%re