Lesson Plan (Reading)

Name: Dinesweri PET 070021

School: : S.M.K Methodist

Class: Form 4 Bestari

Age: 23

Date: 13 January 2010

Time: 12.30pm till 1.50pm

Theme: Environment

Topic: Air Pollution

Syllabus Specification: 2.1 Obtain information for different

purposes by reading materials in print such as
reports and articles and using other electronic media such as the Internet.

Proficiency Level: Intermediate

Main Skill: Reading

Integrated skills: Listening, Writing, Speaking

Previous Knowledge: Students have done extensive reading on Preserving Water

Moral Values: We should preserve our environment for our future generation

Aim of the lesson: At the end of the lesson, students should be able to explain the most effective
way to preserve nature and also be able to use concord correctly.

Objectives of the lesson: At the end of the lesson, students should be able to;

1. Give at least 4 views about the video clip

2. Share at least 3 ideas during the brainstorming session
3. Present at least one effective method to preserve environment
4. Fill in the blanks with correct concord with at least 5 correct answers out of 6 blanks
 5. Fill in the blanks with at least 8 correct answers out of 10

Lesson Stages Teachers activity Students Teaching Comment(s)

activity Aids
1. Teacher shows a video clip Students LCD,
Induction entitled A letter Written in the watch the Projector,
year of 2070 to the students. video clip Laptop

Pre- Reading 1. Teacher asks students what Students LCD,

they understand from the share their Projector,
video clip. views Laptop,
Pictures
2. Teacher shows 3 pictures and Students
asks 5 questions(related to the answer the
pictures) to the students. questions
(Refer to Figure 1)

While- 1. The students then are divided Students KWL

Reading into groups of 7. There are 5 form their Sheet,
groups. group. Excerpts,

2. With all the information

available, the teacher gives a
table that contains three
columns, namely, K stands
for know, W stands for want
to know, and L stands for
learned to each group.(Refer
to Figure 2)

3. The teacher instructs the

students to discuss about what
they know about the topic and
fills the K column and fills
 up what they want to know in
the W column and 5 minutes Students fill
are given for this task. in K and
W column

4. Later on, the teacher

distributes an excerpt to each
of the group.(Refer to figure
3)
5. Each group gets a different
excerpt.

6. The students need to read the

excerpt, and with the guidance
of the questions that are given
below the excerpt, they need
to discuss with the group
members and find out the
answers for the questions and Students fill
also complete the final in the L
column, that is what they have column
learned (L column) based on
the excerpt.
7. The teacher gives 2 minutes
for them to read silently and
teacher asks them for difficult
words. If there is any, the
teacher tries to teach the word
from the context. Other
students are encouraged to Students
help as well. clarify the
words which
they are not
sure about
the meaning

8. Then, 5 minutes given for the

students to conduct discussion
among the members in the
group to answer the questions
 Students
discuss in
their group
and answer
the
questions

9. Immediately after that, the

students need to present the
answers to the class which
indirectly explains about the
excerpt that they have. Other
groups need to listen and write
down the given information in Students
the L column. The present and
presentation should focus on fill in the L
the second question which column and
asks the students to come out give
with the most effective feedbacks
method to preserve the
environment.

10. At the end of this task, the L

column of the each group
consists of information given
by the other groups.

11. After all the groups have

 presented, teacher asks
whether they have acquired
the information that they want
to know in the W column. If Students
there are still some students raise up the
who have not get the questions in
information, firstly, the the W
teacher allows the other column
students to help these
students. If the students could
not provide the information,
the teacher will ask the
students to find the
information and this task is
given as homework.

Post- Reading 1. Teacher picks one of the

excerpts and uses it to teach
the students on how to use
concords (Refer to Figure 4)
2. 2 .Teacher gives a working Students
sheet which consists of a complete the
passage where the students task
need to fill in with the correct
concords(Refer to Figure 5)

Teacher recaps the lesson by asking Students

Consolidation: how we can save water and highlights answer the
the usage of concords questions
Teacher gives questionnaire which
Closure mostly related to the personal
experiences of the students, the
questions do not involve facts and as
stated above, the answers are related
to the personal response of the
students to the topic.(Refer to Figure
Students should find information for
Follow up the unanswered questions in W
activities column

Teachers comments:
Supervisors comments:

Appendix

Figure 1
Figure 2

K-W-L Sheet

K (Know) W (Want to L ( Learned)

know)
Figure 3

The excerpts for While- Reading

Part 1
The main cause of global warming is air pollution. Air pollution is the release of
particles into the air from any burning activities such as burning fuel for energy.
Burning fuels such as coal and oil produces a large amount of green house gases.
Example of green house gases is Carbon Dioxide. These green house gases rise
into the atmosphere and trap the heat, keeping heat from releasing. Thus the
temperature increases.

Questions:

What is this part about?

Think of the most effective way to preserve the environment and explain why
you think this method will be effective.

Part 2

We can prevent global warming by reducing the use of cars. This can be done by
using public transportation as it reduces one's individual greenhouse gas emissions
to the atmosphere. Besides that, we can use bicycle to travel in a short distance. If
the emission of the green house gases is reduced, we can ensure that clean air and
water will remain for future generations.

Questions:

What is this part about?

Think of the most effective way to preserve the environment and explain why
you think this method will be effective.

Part 3

Each person can play an important role in helping to reduce global warming . Thus, a
person should educate himself about global warming. He should learn about the
techniques that can be used to prevent global warming. He can get the information
from the campaigns organized by the government, mass media such as internet and
television and etc. With the knowledge that he has, he will be able to persuade
others to make simple but effective changes in daily behavior.

Questions:

What is this part about?

Think of the most effective way to preserve the environment and explain why
you think this method will be effective.

Part 4

One of the effects of global warming is rising of the sea level. With increasing
average global temperature, the water in the oceans expands in volume. Besides
that, due to the high temperature, the icebergs will melt and this also increases the
volume of the water. As the volume increases, phenomenon as flash flood will
occur. Flash flood is a rapid flooding of river or streams which is caused by heavy
rainfall.

Questions:

What is this part about?

Think of the most effective way to preserve the environment and explain why
you think this method will be effective.

Part 5

Population growth contributes to global warming. There is a clear link between the
problems of global warming and overpopulation, as increases in CO2 levels follows
growth in population. Thus, more green house gases are released to the
atmosphere. Besides that, we have too many people on Earth, who are using
technologies that are destructive for the Earth.

Questions:

What is this part about?

Think of the most effective way to preserve the environment and explain why
you think this method will be effective.

Figure 4

The main cause of global warming is air pollution. Air pollution is the release of
particles into the air from any burning activities. Examples of burning activities are
burning fuel for energy. Burning fuels such as coal and oil produces a large amount
of green house gases. Example of green house gases is Carbon Dioxide. These
green house gases rise into the atmosphere and trap the heat, keeping heat from
releasing. Thus the temperature increases.

Figure 5 (Rational Cloze)

Scientists have found that a mother's exposure to certain chemicals which are
widely found in urban air can adversely affect a child's intelligence level. Polluted air
is bad for kids' developing brains and could also be contributing to the dumbing
down of Americans. These chemicals are released into the air from burning
activities. The new study, funded by the National Institute of Environmental Health
Sciences (NIEHS), the U.S. Environmental Protection Agency and several private
foundations, found that youngsters exposed to high levels in New York City had full
scale and verbal IQ scores that were 4.31 and 4.67 points lower than children with
less exposure to these chemicals. In addition to avoiding living in polluted cities if at
all possible, there are other strategies parents can turn to in order to protect and
even boost the brain power of their children. For example, as reported in
NaturalNews, breastfeeding babies raises IQ levels and fish oil has been shown to
improve intelligence levels of teens. Another smart idea is avoid exposing your
offspring to neurotoxic chemicals such as fluoride .

Figure 6 (Questionnaires)

1. You were walking at your neighborhood and saw your neighbor was burning
garbage in an open place. What you will do?

2. Your school is situated only 1km from your house. How you will travel? Give
reasons for your answer.