Faculty Of Education And Language

MAY 2014
HBEL 1103
INTRODUCTION OF ENGLISH LANGUAGE

MATRICULATION NO

821111085827001

IDENTITY CARD NO.

821111085827

TELEPHONE NO.

0195941186

E-MAIL

jaygobee@gmail.com

LEARNING CENTRE

SEAMEO RECSAM LEARNING CENTRE

The first lesson plan was inspired by Pn. Suhaila Binti Abu Bakar whom one of the two teachers that I had interviewed few days
ago to complete my OUM assignment. Pn Suhaila had been teaching English for the past 22 years. Besides being a language teacher at
school, she is also an official UPSR examination marker.
For this topic, I had used pupil centered teaching method whereas pupil need to identify and gather information by themselves.
Furthermore, it involves group work to emphasis more on understanding at the same time learn the language in more conducive way.
While, I was interviewing her, she said that, she always practices the pupils to work together with their fellow mates to achieve
learning objective with ease. She also insist that student-centered learning help the pupils improve and develop their learning and
enhance their skills. In addition by this approach the pupils can get meaningful knowledge that they should take the responsibility of
their learning so that they become life-long learners and that will help them throughout life. When I asked her what attracted to
emphasis more on this teaching method, she answered many researches show that student-centered learning is effective for every
member of the classroom, because it takes into account their diverse learning needs and greatly increases their retention of both
knowledge and skills. Hence, she had tried many times this method at first, then by seeing rapid progress which lead to some fruitful
result, she decided to continuously get involved with this kind of teaching method.
Furthermore, I had learned to minimize the usage of teaching aids as pupils will understand to seek or identify the information
and myself being more like a tutor than a teacher. After had a brief discussion with Pn Suhaila, I tried to do a lesson plan based on her
ideas of teaching. Below is my lesson plan based on Pn Suhaila suggestion.

ENGLISH LESSON PLAN

Class

: Year 5 Amanah

Date

:1st July 2014

Time

: 0845 - 0945

No. of Pupils

: 35

Theme

: World of Self/ World of Knowledge

Topic

: Travel and Adventures

Previous Knowledge

: Pupils recognize Sabah as one of the state in Malaysia.

Skills:
1.2.2 Listen to and repeat correctly the phrases read.
2.3.1 Name or identify the place/s or information in the brochures/text
3.4.1 Read aloud words or phrase correctly with guidance of teacher.
4.3.2 Complete the sentences with missing words.

Learning Outcomes :
By the end of the lesson, pupils will be able to :
1. Read at least 4 short sentences correctly in the text with guidance of teacher.
2. Able to answer at least 3 answers correct based on the WH questions asked.
3. Complete the sentences with at least 4 correct answers out of 8 questions.
Pedagogical Principles

: Multiple Intelligences (verbal-linguistic intelligence, interpersonal intelligence)

Thinking Skill

: Identifying information

Moral Value

: Love our country

AVA

: Brochures

Steps / Stage

Content

Teaching-Learning

Remarks

Set Induction
(5 minutes)

1. Teacher draws pupils attention with the brochures about Sabah.

2. Pupils are given time to look through the brochures.
3. Teacher guides pupils to answer some questions based on the brochures
given.
4. Pupils are expected to give appropriate response based on the questions

Strategies
- Looking
through
-

brochures
Discussion

asked by answering the questions.

Skill:
- 1.2.2
AVA :
- brochures

Instructional Language:

Thinking Skill:

1. Class, what am I holding on my hands?

-Identifying

2. These are the brochures.

information

3. Now, I will pass the brochures down to you.

details

4. Look through the brochures.

5. Have you ever been to Sabah?
Expected answer: Yes / No.

Appendix 1

6. What can you see in the brochures?

Expected answer: Pictures, flowers, trees, etc (accept all logical
answers.)

Moral value:

7. Do you wish to visit Sabah one day?

Love our country

Expected answer: Yes / No.

8. Do you love your country?
Development

Expected answer: Yes, we love our country.

1. Teacher displays a reading text on the blackboard.

Step 1

2. Teacher reads the text phrase by phrase and repeated by the pupils.

Reading

Skill:

aloud

-2.3.1

(Presentation)
(15 minutes)

3.

Pupils are later then asked to read through the text together with
guidance of teacher when needed.

4. Teacher discussed with pupils the content of the text for each paragraph
through question.
5. Teacher divides the blackboard into 3 columns. (paragraph 1, paragraph
2, paragraph 3)
6. Key word cards are shown to the pupils.

Pasting

Discussion

-3.4.1
AVA :
- Reading text
(Sabah)
- phase cards
- Key word/s cards

7. Teacher shuffles the key word cards and distributes the cards randomly
to few pupils.
8. The pupils are asked to paste the picture cards at the suitable columns
based on the text read just now.

Thinking Skill:
-

Identifying
information

Instructional language:

Appendix 2a

1. Class, listen and repeat after me.

Appendix 2b

2. Now, lets read the text together.

Appendix 2c

3. Lets discuss the content of the text together.

4. The blackboard is divided into 3 columns; paragraph 1, paragraph 2, and
paragraph 3.

5. There are some key word cards on my hands.

6. I want some of you to help me paste the cards in the suitable columns
based on the text read.
7. Well done / good job.
8. Now, lets discuss the answer together.
WH questions:
1. Where is the place discussed in the text?
Expected answer: Sabah.
2. What is the another name for Sabah?
Expected answer: The Land Below The Wind
3. What is the most popular festival in Sabah?
Expected answer: Kaamatan Festival.
4. Who is celebrating the Kaamatan Festival?
Expected answer: The Kadazandusun.
5. Where is the most interesting tamu ?
Expected answer: Kota Belut.
6. What is the name of the highest peak in South East Asia?
Expected answer: Mount Kinabalu.
7. What is the name of the largest flower in the world?
Step 2

Expected answer: Rafflesia.

1. Teacher divides pupils into groups of 7.

Group Work

Skill:

(Practice)

2. Each group is given a laminated paper and a whiteboard marker.

(10 minutes)

3. Teacher will show a flash card to the pupils.

Discussion

-2.3.1
-4.3.2

4. Pupils are asked to write down the answer for the flash card shown on the
laminated paper with reference to the text read.

AVA :

5. Pupils are required to work together as a group to find the answer in the

- flash cards

text.

- Laminated blank
paper

Instructional language:

-Whiteboard

1. Make sure each group gets a laminated blank paper and a whiteboard

makers.

marker
2. Now, I will show you a sentence card with blank.

Thinking Skill:
-

For example, _________, is the worlds third largest island.

3. Find the answer from the text for the blank in the sentence.

information

For example, Sabah

4. Write down the answers on the laminated paper.
5. Remember work together with your group members for the answers.
6. Lets begin the activity.
Step 3

7. Good job / Well done.

1. Pupils are divided into groups of 7.

Group work

Skill:

(Production)

2. Each group is given a question paper, a pair of scissors, a bottle of glue

Discussion

-2.3.1

(15 minutes)

and also a piece of paper with shuffled answer.

3. With reference to the text pasted on the blackboard, pupils are

Identifying

- 4.3.2

asked by the teacher to work together to find the answers for each question

AVA:

in the question paper.

- glues

4. Pupils are asked to cut out the answer pieces from the paper and paste the

- scissors

appropriate answer in the blanks provided for each question.

-question papers

5. Teacher discusses the answers with every group after all the groups finish

- shuffled answers.

pasting the answer pieces.

Thinking skill:
Instructional language:

Identifying

1. Now, sit in your own group.

information

2. Each group will be given a piece of question paper, a piece of paper with
shuffled answers, a bottle of glue and a pair of scissors.
3. Now, work together to cut the answers and paste them in the blanks.
4. Lets discuss the answer together.
5. Well done.
1. Worksheet is given to every pupil to be completed as individual work.

Step 4
(Enrichment

remedial

Instructional language:

activity

1. Each one of you will get a worksheet.

Individual 2. Do your work silently.

work)

(5 minutes )

Individual

Skill:

work

- 4.3.1

Discussion
AVA:
- worksheet

Closure
( 5 minutes)

1. Pupils are divided into groups of 7.

2. Each group is given a set of puzzle.

Group work
Discussion

AVA:
-Puzzle

3. Pupils are asked to shuffle the puzzle pieces.

4. Each group is required to match the pieces of puzzles together.

Moral Value:

5. The group which able match the puzzle pieces fastest and correctly wins

Love our country

the game.
6. The answers are discussed together.
7. The moral value is later then discussed.
Instructional language:
1. Each group will be given a set of puzzle pieces.
2. Complete the puzzle together with your group members.
3.The group which complete the puzzle fastest wins the game.
4. Well done.
5. What is the moral value that you have learnt today?
Expected answer: Love our country

Reflection : Most of my students really enjoyed the lesson as they feel independent in doing their task without limitations.
Furthermore, they love to work together with their friends even tough they sometime interact using mother tongue. But after
several warning and instruction by myself to use English Language, they started to speak English more. Moreover, it emphasizes
that learning requires active engagement by the students, so it works to engage student in learning. Students gain confidence in

themselves as they take on new responsibilities. Nothing is perfect in this world. Thus, I think a disadvantage of student-centered
learning could be there are students who do not respond well to this kind of environment. That is, some students feel that their
teacher should be the one who is fully responsible for their learning and that they should take the knowledge from him/her without
paying any effort by themselves for searching for the knowledge.

My second lesson plan was inspired from my interview with Pn. Umi Aimanal Habashiah Binti Mohd Khir who had been
teaching English since 2005. She uses a different approach if compared to Pn. Suhaila whereas she emphasis more on teacher
centered teaching more than student centered teaching. For her, she opined that through the years, many successful students have come
from traditional settings.She also stressed that in any classroom, there has to be a knowledge base. Teachers attend a university to
receive degrees in their chosen field and become experts in that sphere of knowledge. It is acceptable then that the teacher who is
already the expert in a subject should be the one to impart that knowledge to the students. In a teacher-centred classroom, that is
exactly what is happening. If students have any questions on a topic raised by a textbook, the teacher is present as the "expert" to
answer questions. She also believe that the teacher is able to direct learning and plan how the course should proceed. In this way,

teachers are able to guide the learning that is happening at the appropriate pace for students to be able to acquire new knowledge
adequately. For her, usually she will only allow pupils participation during practise session.
Hence, after my interview with Pn. Umi Aimanal, I had planned a lesson pelan which will focus more on teacher or learner
centred lesson. Below is my lesson plan and my reflection from my experience conduct a class using this method.

Subject

: English Language

Year

: Year 5 Amanah

Date/Day

: 2nd July 2014 /

Time

: 0845 - 0945

Theme

: World of Self/ World of Knowledge

Topic

: Travel and Adventures

Focused skill

: Reading

Integrated skill

: Listening, Speaking & Writing

Learning objective

1.2.2 Listen to and repeat correctly the phrases read.

2.3.1 Name or identify the place/s or information in the brochures/text
3.4.1 Read aloud phrases and sentences, pronouncing them correctly.

Behavioral objectives

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

1.
2.
3.
4.

Listen and repeat at least 4 phrases correctly in the text with guidance of teacher.
Name and identify at least 3 places in Sabah based on information in the brochures.
Read aloud together with the correctly pronunciation phrases and sentences.
Able to answer at least 3 answers correct based on the WH questions asked.

Vocabulary

: tourism, visit, festival

Sentence Pattern

: to ask questions and to give information

i.
ii.
iii.
iv.
v.
vi.

Previous Knowledge

What do you like to do? - I like to

What are you doing? - I am.............
Where are you going? - I am going to ..
Who is that? - She is my..( to state )
When are you coming to my house? - On Friday at 3 oclock
How much is that book? - It is RM 7.50

: Pupils recognize Sabah as one of the state in Malaysia.

Moral Value

: Love our country

Thinking Skill

: Identifying information, analysis data.

Multiple Intelligences

Steps / stage

: Verbal-linguistic intelligence and interpersonal intelligence

Content

Activity

Teacher

Remarks

Learning Strategies
Set
induction
( 5 minutes )

1. Attracting pupils attention.

1. Teacher shows an interesting

(show a video about

video in front of pupils about

holiday)
Video : Mickey Mouse

holiday.
2. Teacher asks some questions

Cartoon
Holiday)

(Hawaii
-

about the video.

What is the name of cartoon in

this video?
Where she/he went to go?
Do you like to go to holiday?

1. To

attract

pupils
interest.
2. To
get
pupils
attention.
3. To
introduce

Video

Teacher introduces the lesson.

the lesson.
- Reading text

Development
Step 1
(Presentation)
(15 minutes)

Instructional language:
1.
Class, listen and

To present
1. Teacher displays a reading text

language/

repeat after me.

2. Now, lets read the

on the blackboard.
2. Teacher reads the text phrase by

to

give

the

content

text

pupils.
3. Pupils are later then asked to

together.
4. The blackboard is divided into

read through the text together

sentence

with guidance of teacher when

pattern)

columns;

of

the

paragraph

1,

paragraph 2, and paragraph 3.

5. There are some key word
cards on my hands.
6. I want some of you to help
me paste the cards in the
suitable columns based on the
text read.
7. Well done / good job.
8. Now, lets discuss the
answer together.
WH questions:

needed.
4. Teacher discussed with pupils
the content of the text for each
paragraph through question.
5. Teacher divides the blackboard
into 3 columns. (paragraph 1,
paragraph 2, paragraph 3)
6. Key word cards are shown to the
pupils.
7. Teacher shuffles the key word
cards and distributes the cards
randomly to few pupils.

- phase cards

input

text together.
3. Lets discuss

phrase and repeated by the

(Sabah)

(vocabulary - Key word/s cards

and

1. Where

is

the

place

8. The pupils are asked to paste the

discussed in the text?

1. Expected answer: Sabah.
2. What is the another name

picture cards at the suitable

for Sabah?
3. Expected answer: The
Land Below The Wind
4. What is the most popular
festival in Sabah?
5. Expected
answer:
Kaamatan Festival.
4. Who is celebrating the
Kaamatan Festival?
6. Expected answer: The
Kadazandusun.
5. Where is the

most

interesting tamu ?
7. Expected answer: Kota
Belut.
6. What is the name of the
highest peak in South
East Asia?
8. Expected answer: Mount
Kinabalu.
7. What is the name of the
largest flower in the

columns based on the text read

just now.

world?
9. Expected

answer:

Rafflesia.
Practice
(15 minutes)

Matched

the

text

puzzles:
Red Envelope:
Largest flower in the

encourages

groups of 5.
2. One representative student of

student

each group come forward and

Envelope of variety of

to colours.

appreciate

takes one of the envelopes.

3. Each group is given a set of

as "Land Below The

puzzle which contains words of

opportunity

Wind"
Yellow Envelope:
Sabah is the second

text.
4. Each group is required to match

for student

the pieces of puzzles together.

5. Each group needs to write down

groups.

Kota Kinabalu.
Purple Envelope:
The highest peak

(20 minutes)

1. Teacher divides student into

world is Rafflesia.
Blue Envelope:
Sabah is often referred to

largest state in Malaysia.

White Envelope:
The capital of Sabah is

Production

To

the nature.
To

give

Set of puzzles.

to work in

the sentence that have been

matched on whiteboard then

in

read the sentence.

6. The group that completes the

South East Asia is Mount

entire task fastest will be the

Kinabalu.

winner.

1. Pupils are divided into

Pupils will

groups.
2. Each group is given a 1. Now, sit in your own group.

give

their

1. Map of Sabah

question paper and the 2. Each group will be given a task that
Map of Sabah.
3. With reference to the text

has a Map of Sabah and a few

questions.
pasted on the blackboard, 3. Now, work together to find the
pupils are asked by the

answers and answer them in the

teacher to work together

blanks/ match them with the correct

to find the answers for

answers that have been provided.

4. Lets discuss the answer together.
each question in the task
Well done.
given in the paper.
4. Pupils are asked to
answer
together.
5. Teacher

each
and

cooperation
to

2. Set of question
paper

participate

reading

in

speaking

the

activity.
To enhance
their ability
of

reading

skills.
Thinking skill:
Identifying
information

and
speaking

question
pupils

discusses the answers.

Closure
( 5 minutes )

1. Singing the song with action. 1.

2.
3.
4.

1. To build pupils 1. LCD

2. Speaker
Teacher displays lyrics of the song.
self-confident.
Teacher asks to read the lyrics
Laptop
together.
Teacher plays the song.
Teacher asks pupils to sing the song
together with action.

and

Reflection : Based on my experience, If compared between Pn Suhaila and Pn Umi Aimanal method of teaching, I realized that
learner-standard method far better and effective than teacher centered learning. This mainly because it places students in a
passive rather than an active role, which hinders learning. This type of learning method also encourages one-way communication;
therefore, the lecturer must make a conscious effort to become aware of student problems and student understanding of content
without verbal feedback.Moreover, frequent using of this type of method requires a considerable amount of unguided student time
outside of the classroom to enable understanding and long-term retention of content. In contrast, interactive methods (discussion,
problem-solving sessions) allow the instructor to influence students when they are actively working with the material.

REFERENCES
Barnes, Louis B., C. Roland Christensen, Abby J. Hansen, Teaching and the Case Method: Text, Cases, and Readings Boston: Harvard
Business School Press; 3rd edition, 1994
Boehrer, John. 1991. Spectators and gladiators: Reconnecting the students with the problem. Teaching Excellence, Vol. 2, No. 7.
Mingst, K. "Cases and the Interactive Classroom", International Studies Notes, 1994, 19 (2):1-6.

Welty, W. M. "Discussion Method Teaching" Change, 1989, July/August, 40-49.