Date

Time
Form
No. of Students
Language Proficiency
Topic

: 24TH AUGUST 2015

: 1.10-1.45pm
:1D
: 30
: Lower Intermediate
: Protect Wild Life

Curriculum Specification

: 1.0 Language for interpersonal use

IV. Responding to questions politely by giving the
required information
2.0 Language for information use
2.2 (a)( v) Identifying main ideas involving simple
texts

Language Skill

: Reading and Speaking

Language Item

: Vocabulary

Terminal Objective

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

a) raise awareness of wild life and natural environment
issues

Enabling Objectives

: By end of this lesson, students should be able to:

a) Understand 90 % of the text by reading and
answer all T/F questions correctly.
b) Complete the flow chart 90% correctly.
c) Draw a similar flow chart to show changes in
Kabalega Park affected animal life using the text

Prior Knowledge

: Students have learned about environmental issues.

Materials

: Mahjong-paper, Drawing Paper, Worksheet 1,

Whiteboard,Maker Pen and Pictures.

Moral Values

: Co-operation.

STAGE/

CONTENT

LEARNING ACTIVITIES

RATIONALE

TIME
Set
Induction
(4 minutes)

Title:

1. Students greet the teacher.

To introduce

Introduction to

2. Student answers for the question

students to the

topic

based on the picture shown.

Skill: Listening

E.g. Question asks by teacher

and Speaking

What picture is this?

Mode: Whole

What is wild life animals?

Class

3. Students gets a idea that they

T/A:

topic of the day.

going to learn about Wild Life

Whiteboard,
maker pen,
picture
Presentation Title: Protect
(20 minutes) Wild Life
Skill: Listening
and Speaking
Mode: Whole
class

understanding

teacher.

on the topic and

2. Students learn new vocabulary

from the text.

Whiteboard,

text.

Title:

(15 minutes) Worksheet

Skill: Writing
Mode:
Individual

idea of
language item.

3. Students calls by the teacher tells

what they understand about the

mahjong paper.

To give clear

Mahjong paper along with the

T/A:
maker-pen, and

Practice

1. Students reads the texts on the

4. Then, students answer True or

False question verbally.
1. Students gets worksheet 1.

To ensure

2. Students get instruction from the

students are

teacher.

able to use the

3.Then, the students do the flow

language item

chart in the given worksheet

and check on

T/A: Worksheet

4.Students called randomly by the

teacher read the answer.

students
understanding.

5.Students receive the feedback

from the teacher.
Production

Title: Flow

(15 minutes) Chart

Skill: writing
and speaking

1.Students get into pair.

To empower

2.Then, students receives a drawing

students to use

paper.
3.Students then draw a similar flow

language item
and check

Mode: Pair

chart to show the changes in

whether

T/A: Drawing

Kabalega Park affected animal

students able to

Paper.

life using the text.

verbally answer

4.Students called randomly by the

the question.

teacher present their flow chart.

5.Students get feedback.
Closure
(3 minutes)

Title:
Summarizing
lesson.

1.Students listen to the summarize

by the teacher.
2. Students greet the students.

To enable
students to
recall what they

Skill: Speaking

have learnt and

Mode: Whole

end the lesson

class

effectively.

T/A: NIL

REFLECTION:(24/08/2015)

The lesson conducted today was about protect wild life. The objective of the lesson
to raise awareness of wild life and natural environment issues.In st induction stage, I
showed the students some picture to grab their attention. Then the students were able to
guess the animals. The students also able to say what is meant by wildlife. The easily get
the idea and what the lesson is going to be about. Next, presentation stage the students
read fluently the text on the mahjong paper. The students themselves note down the
difficult meaning as I teach.The improvement and hard work in students can be noticed.
During the practice stage the students receive worksheet 1 and did their flow chart 90%
correctly. I have achieve the objective of the lesson. Then in the production stage, the
students draw another flow chart in pair about Kabalega Park using the text given. Then
paired called randomly have presented their flow map well. The need more presentation
guidance in upcoming classes. The lesson was carried out successfully and I have reach
the objective of the day.

Date
Time
Form
No. of Students
Language Proficiency
Topic

: 24TH AUGUST 2015

: 4.25-5.35pm
:2D
: 30
: Lower Intermediate
: Malaysians are Food-Lovers

Curriculum Specification

: 1.0 Language for interpersonal use

IV. Responding to questions politely by giving the
required information
2.0 Language for information use
2.2 Process information by,
(a) Skimming and scanning for specific information and
ideas

Language Skill

: Reading

Language Item

: Adjective and vocabulary

Terminal Objective

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

a) raise awareness of healthy lifestyles.
b) develop reading skills

Enabling Objectives

: By end of this lesson, students should be able to:

a) understand 80 % of the article by listening and
answer all T/F questions correctly.
b) answer 70 % of the worksheet correctly using
text on the mahjong-paper.
c) draw a bubble map why food part of every
celebration

Prior Knowledge

: Students have learned about adjective.

Materials

: Pictures, Worksheet 1, Whiteboard,Maker Pen,

Mahjong-paper, and Worksheet 2.

Moral Values

: Kindness .

STAGE/

CONTENT

LEARNING ACTIVITIES

RATIONALE

TIME
Set
Induction
(7 minutes)

Title:

1. Students greet the teacher.

To introduce

Introduction to

2.Student answers for the question

students to the

topic

based on the picture shown.

Skill: Listening

E.g. Question asks by teacher

and Speaking

Mode: Whole

3. Students get to know the topic is

Class

topic of the day.

What picture is this?

Malaysians are Food-Lovers.

T/A:
Whiteboard,
maker pen,
picture
Presentation Title:
(20 minutes) Malaysians are
Food-Lovers
Skill: Reading

4. Students reads the texts on the

mahjong paper along with the

understanding

teacher.

on the topic and

5. Students learn the adjective and

and Speaking

new vocabulary from the text.

Mode: Whole

6. Students calls by the teacher tells

class

what they understand about the

T/A:

text.

Whiteboard,
maker-pen, and
mahjong paper

To give clear

idea of
language item.

7. Then, students answer True or

False question verbally.
8. Students listen to the summarize
on the text by the teacher.

Practice

Title:

(15 minutes) Worksheet 1

Skill: Writing

1. Students gets worksheet 1.

To ensure

2. Students get instruction from the

students are

teacher.

able to use the

and Speaking
Mode:
Individual
T/A:
Worksheet.

3.Students go through the worksheet language item

1 and answer the questions.
4.Students called randomly by the
teacher read the answer.

and check on
students
understanding.

5.Students receive the feedback

from the teacher.

Production

Title: Bubble

(15 minutes) Map

Skill: writing,
listening and
speaking
Mode: Group
T/A: Worksheet

Closure
(3 minutes)

1.Students get into 6 groups.

To empower

2.Then, students receives worksheet

students to use

2.
3.Students work in group and
complete the bubble map.
4.Groups called randomly by
teacher present their bubble map.

2.

5.Students get feedback.

Title:

1.Student listen to summarize by the

Summarizing
lesson.

language item.

teacher.
2. Students greet the students.

To enable
students to
recall what they

Skill: Speaking

have learnt and

Mode: Whole

end the lesson

class

effectively.

T/A: NIL

REFLECTION:(24/08/2015)
The lesson conducted for todays lesson on Malaysians are Food-Lovers. The
objective of the lesson to raise awereness of healthy lifestyle and develop reading skills. I
began the lesson with showing some pictures of nasi lemak, kuey teow and capathi. The
students guess well the foods name and I relate them to the lesson of the day. During
presentation stage the students began with reading the texts on the mahjong paper.Then
the students taught about new vocabulary and adjective found on the text. The students
underline the adjective on the text given to the students. The students answered well their
true or false questions based on the text. Later in practice stage, the students answered
well the questions in worksheet 1. The discussion of the answer went well.Towards the
production stage, the students were very active and noisy. So I change the activity to be
pair work so that the students can be controlled easily. Then I manage the classroom to be
quite and they draw thjeir bubble map on why food part of celebration successfully. The
random pairs picked by me presented well so, I reward the student with chocolates. Lastly,
I summarise the lesson and my class. I have reach the objective of the day.It is just the
group work changed to pair work due lot of noise. In upcoming class I have to shuffle the
group member and sitting place of the students.

Date
Time
Form
No. of Students
Language Proficiency
Topic

: 18TH AUGUST 2015

: 2.55-3.35pm
:2D
: 30
: Lower Intermediate
: A Restaurant Menu

Curriculum Specification

: 1.0 Language for interpersonal use.

IV. Responding to questions politely by giving the
required information
2.0 Language for information use
2.2 Process information by, (a)
Skimming and scanning specific information

Language Skill

: Reading and Speaking

Language Item

: Vocabulary

Terminal Objective

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

a) raise awareness on health
b) use expressions of certainty when discussing events
likely to happen in the future

Enabling Objectives

: By end of this lesson, students should be able to:

b) Understand 90 % of the menu and answer all the
T/F questions correctly.
b) Answer the exercise 70% correctly by referring to
to menu.
c) Design own menu card in pairs.

Prior Knowledge

: Students have learned about noun.

Materials

: Computer, Speaker, Whiteboard,Maker Pen,Menu Card.

Moral Values

: Co-operation and love the environment.

STAGE/

CONTENT

TEACHING/ LEARNING

TIME
Set
Induction
(7 minutes)

RATIONALE

ACTIVITIES
Title:

1. Students greet the teacher.

To introduce

Introduction to

2. Student answers for the question

students to the

topic

based on the menu card shown.

Skill: Listening

E.g. Question asks by teacher

and Speaking

What is teacher holding?

Mode: Whole

Where can you see this?

Class

What is the use of this menu

T/A:
Whiteboard,

card?
3. Students gets a idea that they

maker pen, and

going to learn about restaurant

menu card.

menu.

Presentation Title: A
(15 minutes) restaurant Menu
Skill: Reading
and Speaking
Mode: Whole
class
T/A:
Whiteboard,
maker-pen, and
computer

topic of the day.

1. Students login to British council

website.
2. Students select the reading skill
tab.
3. Then, students click on restaurant
menu.
4. Students do the preparation
activity before read the menu.
5. Then, students check their
answer.
6. Next,student read and discuss
few vocabulary from the menu
with teacher.
7. Students answer on True/False
questions and click submit to
check the answer.

To give clear
understanding
on the topic and
idea of
language item.

8. Students get the feedback.

Practice

Title:

(15 minutes) Worksheet

Skill: Listening
and Speaking
Mode: Pair
T/A: Computer,

1. Students click on practice.

To ensure

2. Students read the instruction and

students are

complete exercise.
3. Students click on submit once
they done.

able to use the

language item
and check on

4. Students discuss the question they students

dont understand.

understanding.

5. Students receive the feedback

from the teacher.
Production

Title:

(20 minutes) Worksheet 3

Skill: listening
and speaking
Mode: Pair
T/A:LCD

1.Students get into pair.

To empower

2.Then, students open microsoft

students to use

words and design own menu card. language item

3.Students then send email to
teacher once they finish.
4.Students look at their friends

and check
whether
students able to

projector,

menu card using the projector

verbally answer

computer.

screen.

the question.

5.Students get feedback.

Closure
(3 minutes)

Title:
Summarizing
lesson.

1. Students listen to the summarize

by the teacher.
2. Students greet the students.

To enable
students to
recall what they

Skill: Speaking

have learnt and

Mode: Whole

end the lesson

class

effectively.

T/A: NIL

REFLECTION:(26/08/2015)
The lesson for today class was on a restaurant menu. The objective of the lesson is to
raise awareness on health and use expressions of certainty when discussing events likely
to happen in the future. The class began with students seeing at the menu card Im
holding. The students able to answer to the questions I asked very fast. Since the class
was at computer lab the students is more excited since they dint enter the lab for past 2
months. Then, the student login to British council website and select reading skill and
choose the lesson on restaurant menu. Some students were not paying attention and
browse some other website. Since I can access the their PC form my main computer I was
able to catch those who are not doing the exercise. So, once they get to know in checking
each persons PC they start to do their work.The students find the activity challenging and
concentrate and finish up the true or false question.Most of the students were able to go
through the session with good marks. During practice stage, the students done the activity
with good mark. The lab was so quite since everyone start concentrating on their activity
till they were not talking to each other. Lastly, production stage students are paired and
design their own menu card using Microsoft words. 80% of the students manage to finish
their own menu card and mail to my email and the rest do it at home and send it to
me.Overall the lesson carried out well.I have reach 85% of the objective for the lesson.

DAY:THURSDAY

DATE:27/08/2015
TIME:1.45PM-2.20PM
(2D)

TEETH MOTIVATION
CAMPAIGN FOR FORM
ONE AND FORM TWO
SMK TASEK DAMAI
IPOH
VENUE: DATARAN
PEMIMPIN
TIME:1.10PM-3.00PM

REFLECTION:(27/08/2015)
The students were involved in the teeth motivation campaign and check up. I was
asked to take care of my students along the campaign.The campaign extended until
3.00PM because few students were selected for their teeth check up.

Date
Time
Form
No. of Students
Language Proficiency
Topic

: 27TH AUGUST 2015

: 5.35-6.45pm
:1D
: 30
: Lower Intermediate
: Life at Village

Curriculum Specification

: 1.0 Language for interpersonal use.

IV. Responding to questions politely by giving the
required information
2.0 Language for information use
2.2 Process information by, (e)
Predicting outcomes

Language Skill

: Reading and Speaking

Language Item

: Vocabulary

Terminal Objective

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

a) raise awareness of environmental issue
b) develop reading skill

Enabling Objectives

: By end of this lesson, students should be able to:

c) understand 70 % of the text by reading.

b) answer the questions 70 % correctly by reading

Life at Village text.
c) Draw a mind-map on what is home to you.
Prior Knowledge

: Students no prior knowledge.

Materials

: Worksheet 1, Whiteboard,Maker Pen, Picture, Video( A

Village Life- Johor) and the text ( Life at Village).

Moral Values

: Co-operation and love the village nature.

STAGE/

CONTENT

LEARNING ACTIVITIES

RATIONALE

TIME
Set
Induction
(5 minutes)

Title:

1. Students greet the teacher.

To introduce

Introduction to

2. Student answers for the question

students to the

topic

based on the picture shown.

Skill: Listening

E.g. Question asks by teacher

and Speaking

Mode: Whole
Class
T/A:
Whiteboard,
maker pen,

topic of the day.

What can you see in this

pictures?

Which lifestyle you prefer.

Why?

3. Students gets a idea on what

they going to learn.

picture
Presentation Title: Life at
(20 minutes) Village
Skill: Listening

1. Students study few vocabularys

meaning and pronunciation.
2. Students get instruction from the

To give clear
understanding
on the topic and

and Speaking

teacher and receive a copy of

idea of

Mode: Whole

text each.

language item.

class
T/A:
Whiteboard,
maker-pen, the
text.

3. Students reads the text along

with the teacher.
4. Students verbally answer on
True/False Questions.
5. Students listen to the summarize
the text by teacher.

Practice

Title:

(15 minutes) Worksheet 1

Skill: Speaking
Mode:
Individual
T/A: Worksheet
1.

1. Students gets worksheet 1.

To ensure

2. Students get instruction from the

students are

teacher.
3. Students study the question and
answer the questions.
4. Students called randomly by the
teacher read the answer.

able to use the

language item
and check on
students
understanding.

5. Students receive the feedback

from the teacher.
Production

Title: What is

(15 minutes) home to you?

Skill: Reading
and Speaking.
Mode:

1.Students take out their English 1

notebook.
2.Then, students draw a mind map
on what is home to you?
3.Students called randomly by the

To empower
students to use
language item
and check
whether

Individual

teacher present read out the

students able to

T/A: English 1

answer.

verbally answer

note book.

4.Students gets feedback from

the question.

teacher.
Closure
(5 minutes)

Title:
Summarizing

1.Students watch a video on A

Village Life Johor

To enable
students to

lesson.

2.Students tells what they get to

recall what they

Skill: Speaking

know from the video.

have learnt and

Mode: Whole

3. Students gets feedback.

end the lesson

class

4. Students greet the students.

effectively.

T/A: Video (A
Village Life
Johor)

REFLECTION:(27/08/2015)
Today the lesson conducted on life at village.The objective of this lesson to raise
awareness of environmental issues in the students. Students environment in class was
quiet and the weather suite the lesson well.Students were shown two pictures of lifestyles
like modern and village. 80% of the students prefer village lifestyles and state that village
lifestyles in more peaceful compare to modern lifestyles. During presentation stage, the
students write down the meaning of difficult vocabulary in their notebook. Students then
read the text along with the teacher. The fluent of reading have improve in students. Then
the students complete comprehension questions in worksheet 1 70% correctly.Later in
production stage, the students the students draw bubble map mind map on what is home
to you.Students have use new vocabulary they have learn in expressing their view.Overall
the students presented well. I have reach the objective of the day successfully.