The Right Thing To Do - Form 4 - Lesson Plan

KPR3028 LATIHAN MENGAJAR
SEMESTER 1 (2016/2017)
LESSON PLAN WITH REFELCTION
NAME
: THIUM ZHI YANN
MATRIC NUMBER
: D20131063436
SUPERVISOR
ZULKEPLI
: DR.NORAINI BINTI
SCHOOL
: SMK ST.GEORGE, TAIPING.
Lesson Plan
English Language Form 4
Date: 14th July 2016

Class: 4V2
Number of students: 32
English proficiency level of students: Lower intermediate
Time: 9.50am 10.25am, 12.30pm 1.05pm
Theme: Literature
Topic: Play The Right Thing To Do
Main skill: Speaking skill
Integrated skill: Writing skill
Curriculum specifications:
iv.
xi.
xii.
3.0 LANGUAGE FOR AESTHETIC USE

Narrating sequence of events
Talking about the message the author
is trying to put across his play and
writing a short paragraph on it.
Talking about how events in the text
remind one of the events in real life.
Learning outcomes/objectives: By the end of the lesson, students

should be able to:
1. In groups of four, arrange the sequence
of events by getting at least 8 out of 14
correct answers.(C1)
2. Individually, write a simple paragraph
about the message of the play with at
least 30 words.(C3)
3. Individually, relate the events in the
play to at least 1 event in real life. (C4)
Teaching aids: Summary (Worksheet), Envelope with graphic strips.
Moral values: Be kind and be helpful
Stage/Ti
me
Set
Induction
(9.50am
9.55am)
Teaching/Learning
Activities
1. Teacher write the
idiom LEND A
HELPING HAND on
the white board. (30
secs)
2. Teacher asks the
students to explain
the meaning of the
idiom. (1 min)
3. Teacher asks
questions to the
students. (3 mins)
Have you ever
help a person
in need?
Do you feel
happy after
helping a
person in
need?
Do you expect
anything in
return after
helping a
person in
need?
4. Teacher introduces
topic of the day. (30
secs)
Presentati
on
(9.55am
10.15am)
1. Teacher divides the

students into groups
of four. (20 secs)
2. Teacher distributes
the summary of the
play to every group.
(20 secs)
3. Students are
required to read the
summary silently. (3
mins)
4. Teacher distributes
an envelope for the
students. Each
Rationale
Teaching
Aids
To grasp
the
students
attention.
To make
sure the
students
understan
d the play.
- Summary
(Worksheet)
- Envelope
with
graphics
strips
envelope contains 14
graphic strips. (20
secs)
5. Each group is
required to arrange
the graphic strips
into the correct
sequence. (5 mins)
6. A representative
from each group will
have to present their
answers in front of
the class. (6 mins)
7. Teacher provides
feedback to
students answers.
(5 mins)
Practice
(10.15am
10.25am,
12.30pm
12.45pm)
1. Teacher discusses
the messages of the
play with the
students. (10 mins)
2. Students are then
required to write a
simple paragraph on
the message of the
play. (6 mins)
3. Teacher picks 2
students to have
them present their
answers in front of
the class. (5 mins)
4. Teacher provides
feedback to the
students. (4 mins)
To
reinforce
the input
given
earlier.
Productio
n
(12.45pm
1.03pm)
1. Teacher asks the

students to
brainstorm and to
relate the events in
the play to the
events in real life. (5
mins)
2. Teacher asks 4
volunteers to share
their answers in front
To let
students
to relate
what they
have
studied to
their real
lives.
of the class. (8 mins)

3. Teacher provides
feedback to
students answers.
(5 mins)
Closure
(1.03pm
1.05pm)
1. Teacher asks what

the students have
learnt. (2 mins)
To wrap up
the lesson.
Appendices
Summary (Worksheet)
Graphic Strips
1
11
10
12
13
14
15
Graphic strips
Rebecca, a passer-by sees
a man lying in the street
and stops to look. Then
she looks around and when
she sees that nobody is
there, she walks away.
But, she wants to see how

he is so she comes back
and looks at the man
again. Perhaps she is
guilty or curious.
Next, Patrick comes along

and wants to know if the
man is dead. He is
unwillingly to help the man
but he tells Rebecca that
she should help because
Then comes David and he

notices that the man is ill
and sleeping. Patrick came
before David but he
instructs David to wake the
man up.
David is annoyed and he

tells Patrick to wake the
man up. Patrick insists that
Rebecca should wake him
up since she came first.
Rebecca and David retort
that it is not their duty to
A woman in blue comes and

kneels down at once to help
the man. David and Rebecca
try to stop her from helping
him. Rebecca then says that
he is not her problem. The
woman gets angry and tell her
to keep quiet and help. They
should have helped the man in
The woman instructs David

to get an ambulance
quickly. He tries to refuse
but she is firm and he goes.
Next, the woman urgently tells

Rebeca to get some water.
Rebecca looks angrily at her
and asks her where to get it.
The woman points to a house
nearby. Rebecca goes meekly.
Then, the woman instructs

Patrick to take the mans pulse.
Like an expert, Patrick kneels
down and takes his pulse and he
tries to listen to what the man is
saying. He hears the man
The woman instructs Patrick to

look for the pills in the mans
pocket. Patrick takes out a
bottle of pills and reads the
writing on it. The pills are for his
heart when he is ill. He needs to
take one of them quickly.
Rebecca is back with a

glass of water. The woman
tells Patrick to give the
man one of the pills with
some water. Patrick helps
the man to sit up.
The woman goes away
unnoticed. David comes
running and shouting that
the ambulance is coming.
He too seems concerned.
He asks how the man is.
Patrick gives the man a pill with

some water. Then he shows
concern and asks how he feels.
The man is a little better now.
Patrick was reluctant to help at
first but now he has done
The ambulance comes. A
doctor and nurse attend to
the man professionally.
The man is Michael Scott,
the famous TV chef.
The three passers-by praise themselves and take all the

credit for saving the man. They claim that the woman did
not want to help and she just walked away. They think
without them, the man would have died. For them, it is an
important day because they have saved a famous TV
personality. Finally, they congratulate themselves for a job
Reflection (14th July 2016)

On this day, I have a split-double period with 4V2. As for the
first period, some of them were a little bit uncooperative and noisy,
so I got a little bit angry during the first period with this class.
Then during the second period, I gave them some group
activities. Some of them really participated themselves in the group
work, but some were there walking around, and disturbing others.
Once again, some individual students who are giving me
problem since the first day of class. They do not seem to respect
the lesson even when I am giving input to them. As for todays
lesson, I emphasized on the importance of them paying attention in
class.
I talked to my Guru Pembimbing about this problem, that
some of the students are not cooperating in class, he gave me some
constructive advises and said that the egoistic in them might made
them feels like they are the bad students and that is why they are
being placed in the vocational class.
After listening to my Guru Pembimbing, I told the students
that what they learn in vocational class is as useful as what the
science stream students learn. I hope they can understand what I
said though.
I hope I would be able to control the problematic students in
this class, it is not going to be easy anyhow, but I will try my best
because we are also learning as we teach.
However, I found out that the boys in this class, they were
excited to know if they will get any reward if they are the first to
finish the group work. Perhaps rewarding system could be my first
action research cycles topic? I shall see how things go in the future.
As for now, I just hope that I could control the disruptive boys of this
class.

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KPR3028 LATIHAN MENGAJAR

: THIUM ZHI YANN

: SMK ST.GEORGE, TAIPING.

English Language Form 4

Date: 14th July 2016

3.0 LANGUAGE FOR AESTHETIC USE

Learning outcomes/objectives: By the end of the lesson, students

1. Teacher divides the

1. Teacher asks the

of the class. (8 mins)

1. Teacher asks what

But, she wants to see how

Next, Patrick comes along

Then comes David and he

David is annoyed and he

A woman in blue comes and

The woman instructs David

Next, the woman urgently tells

Then, the woman instructs

The woman instructs Patrick to

Rebecca is back with a

Patrick gives the man a pill with

The three passers-by praise themselves and take all the

Reflection (14th July 2016)

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