LESSON PLAN FOR THE TEACHING OF ENGLISH (GRAMMAR) FOR FORM 1 STUDENTS IN MALAYSIAN SECONDARY SCHOOLS

Date Time / Duration Class Language Proficiency Number of Students Subject Background Knowledge Grammar Focus

: 8th December 2010 : 1 hour 20 minutes : Form 1 Bestari : Intermediate : 30/30 : English Language : Students have already learned on punctuation (?) : WH-Questions (Interrogative Pronouns) {who, what, which, whose}

Learning Outcomes

: By the end of Form 1, students should be able to:

Learning Objectives

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

Educational Emphasis

: Multiple Intelligence (Logical/Mathematical), Thinking Skills, Knowledge Acquisition, ICT Skills and Values & Citizenship

Values

: Expressing appreciation towards a fathers love and cooperation among students when doing pair and group work.

Teaching Aids

: LCD projector, notebook, Slideshow presentation, worksheet

Resource/Reference

: 1. Lower Secondary PMR English: Complete Guide for Lower Secondary by Thomas Pilo B.A. (2008, Farfield, pg 206) 2. Memory Mastery Through Mind Maps English Grammar Form 1, 2 & 3 (2008, PIN Neuron, pgs 9293) 3. Zoom In Grammar PMR Form 1,2 & 3 (2008, Info Didik, pgs 103-106)

STAGES OF A 5-PHASE LESSON PLAN STAGE/ DURATION Set Induction (5 minutes) Questions: Who were absent during the previous class? Why were you absent? What did you do during last weekend? CONTENT/ SKILL Speaking TEACHER/STUDENT ACTIVITY Teacher greets the students. Teacher asks for students who were absent in the previous class. Teacher listens to what they have to say. Teacher also asks the rest of the class Examples of Answers: Why were you absent? I had a fever I had a family emergency I had stomach ache what did they do during the weekend. Teacher writes down the WHwords from the questions that she asked earlier and reveal the grammar topic of the day. None AVA To expose students with the WH-words. These will be the lesson of the day. To warm up students before moving on to the main lesson of the day RATIONALE/ AVA Rationale(s):

What did you do during last weekend? I went shopping with my family at the local mall. I went to a beach with my family. I played football with my friends. I only sit at home

watching TV and doing homework. STAGE 1 Pre(10 minutes) Grammar Topic WH- Questions (Interrogative Pronouns)
-

Listening & Writing

Teacher projects a grammar chart on the WH- Questions using the LCD projector and a notebook. Teacher asks students to look at the chart and internalise the rules.

Rationale(s): To expose the WHquestions (What, Whose, Which and Who) to all students.

Grammar Items: What, Whose, Which and Who -

To explain the rules and the usage of the WHquestions and their forms.

Then, teacher will give in-depth explanation on the rules and functions of each WHquestion.

To understand the rules and the usage pf the WH-questions and their forms.

Teacher provide students 5 minutes to write down the grammar rules

Then, teacher asks students to read aloud the examples containing the WHquestions on the grammar chart in choral manners.

AVA Appendix 1 A slide presentation on Grammar Chart: WH- questions (What, Whose, Which and Who).

STAGE 2 Controlled Practise (30 minute)

Reading and Writing Example: Answer: Your mother is at the door Question: door/is/the/at Who is at the door?

Task 1 (Individual) Teacher projects a slide containing 8 questions sentences and answers for each of the sentences. The question sentences have been scrambled up, with the WHquestions words have been taken out. Students are asked to arrange the scrambled-up question sentences and fill in the correct WH- words into it to provide a complete and correct question sentences for each of the answers provided.
-

Rationale(s): To reinforce the use of WH-Questions learned.

To identify whether students understand the instruction and are able to rearrange words as well as fill in the correct WH- words to form a correct question sentence. AVA Appendix 2: A slide presentation consisting of scrambledup exercise on WHquestions.

Students are asked to copy the questions and answer them in their English 2 exercise.

Students complete the exercise and

discuss the answers with the rest of the class. Task 2 (Pair Work) Reading & Writing Example of questions:
1. What presents did

Rationale(s): To check whether they have understood the functions of the WHwords learned by applying them in order to complete the task. Interesting video is shown to attract students interest. Paired work is implemented to foster good co-operative environment among students. AVA Appendix 3 A CD-ROM containing the video entitled Maya"

Teacher shows a video entitled Maya

For the first time, students are asked watch the video attentively.

the little girl received from her father?

2. Which festival is the

advertisement dedicated to?

3. Whose mother has

For the second time, the video is shown. This time, students are asked to generate 5 questions based on the video using the WH-words learned earlier.

passed away?
4. Who is the main

character in the advertisement?

After completing the task, each pair is asked to exchange their questions with other pairs to be answered.

Random pairs are called out to share their questions and answers with the rest of the class.

STAGE 3 Further Practise (20 minute)

Reading & Speaking Group Work Problem Solving

Students will be divided into groups of 6.

Rationale

Then, teacher projects a problem in which students are needed to solve it to each group through a slideshow.

To see whether students are able to solve a particular problem given on their own.

To see whether they are able to cooperate with each other in order to complete a task.

Each group will be given a certain amount of time to read it up and come up with solutions.

When the time is up, each group must a representative to share the ideas that they have come up with the rest of the class.

To see whether students are able to engage among themselves in practicing sentences with WH- questions.

AVA Appendix 4 Problem solving exercise.

Teacher and the rest of the students listen to what they have come up.

STAGE 4 Production

Reading & Writing

Teacher distributes an error correction

Rationale(s):

(10 minutes)

Error Correction Example: Which would you like to taste first? What would you like to taste first? -

exercise to each student. Students will be given time to identify the error in each sentences and correct them. Then, teacher will call random students to provide the answers for each question. Teacher discusses and checks the answers with the rest of the class. Appendix 5 Error Correction exercise worksheet AVA To check students level of understanding towards the grammar topic learned. To reinforce all the WHquestions learned from the beginning of the lesson.

STAGE 5 Closure (5 minutes)

Speaking Example: What have you learned today? A: I learned that we should take care of our parent as much as they took care of us when we were a child.

Teacher recaps the lesson of the day with students.

Rationale(s): To summarize the lesson of the day and seek feedback from the students of what they have learned in class. AVA None

All the worksheets done in class are pasted in their exercise books and teacher provides students with homework to be done at home.

Follow-up Activity Activity

: Homework : Students are asked to find out about next weeks topic regarding sequence connectors on the Internet using search engine such as Yahoo!, Google etc. Review what you have found out.

Self-reflection Supervisors Comment

: :

APPENDIX

Appendix 1 Title of Activity: Grammar Chart on WH-questions (A slide presentation) Instructions : 1) Teacher projects a grammar chart on WH-questions using an LCD

projector and a notebook. 2) Students are asked to look and internalise the rules. 3) Then, teacher explains the rules and the usage of each WH-question. Students will write down the grammar rule. 4) Students will read aloud the examples on the grammar chart in choral manner.

Grammar Chart WH-QUESTIONS

WH- questions are used to ask questions. e.g: Who can come? What is your sisters name?

Examples of WH- Questions (Who, Which, What, Whose).

WH- QUESTIONS AND THEIR USES Who

EXAMPLES

Used for persons The answer to a who questions will usually be a person or persons (subject).

Who is your best friend, Shahir? Who is on the phone? Who is the best runner in this school?

Which

Used for people & things Can ask about things of a limited specified choice Often combines with the comparative and the superlative. The answer could be persons or things.

Which boys did you meet at the party? Which dress did you buy? Which is more expensive, the skirt or the blouse? Which is the longest river in the world?

What Refers to people, things, ideas, concepts, actions, etc. Refers to an unlimited and unspecified choice of things. What is he doing? What would you like to eat? What did you do last night?

Whose Refers to possessions Possessors are always a person. Used to find out to whom something belongs. Whose car is that? Whose pencil is this? Whose voice is the loudest?

Appendix 2 Title of Activity: Scrambled-up Exercise (A slide presentation) Instruction : 1) Students are shown a slide presentation consisting of a scrambled-up exercise in which students are asked to arrange words and fill in the correct

WH-words for each of the items. 2) Students are asked to copy the exercise shown in the slide in the English 2 exercise book. Worksheet Arrange these scrambled-up question sentences into the correct orders and fill in the correct WH- words learned to make a complete question for each of the answer given. A question has been done for you Example: 0) Answer: Your mother is at the door Question: door/is/the/at Who is at the door?

1) Answer: I think the ideal place is Pulau Pangkor. Question: for/holiday/a/ideal/is/think/you/place/do

2) Answer: They were playing paper planes at the back of the class. Question: they/doing/were/teacher/was/while/teaching

3) Answer: These are Idhams Question: these/marker pens/are

4) Answer: They throw them in the recycle bin to be recycled Question: newspapers/people/do/all/with/old/the/do

5) Answer: The red one belongs to me Question: these/pens/of/you/to/belong

6) Answer: I think Kamala is the best student in our class. Question: our/class/in/you/think/do/the/best/is/student

7) Answer: The red one belongs to Miss Toh Question: Miss Toh/these/of/belong/bags/to

8) Answer: I brushed my teeth first thing in the morning Question: morning/did/in/the/you/first/thing/do

Appendix 3 Title of Activity: A video presentation entitled Maya and a questions-generating task. Instruction : 1) Each pair is asked to watch the video 2 times and generate questions based on it.

2) After completing the task, each pair is asked to exchange their questions with other pairs to be answered by them.

Appendix 4 Title of Activity: Problem Solving Instructions : 1) Teacher asks students to divide themselves into groups of 6 2) Teacher project a situation through a slideshow presentation, in which they

are given a certain amount of time to come up with solution in order to solve it. 3) Then, each group needs to send a representative to the front and share their ideas to the whole class while teacher listens to them.

The problem on the sheet is written below: You are planning to go on a vacation 2 days from now. You are on the rush to figure out what to bring, who will you bring along and which place would you go. However, you are having some difficulties on your way to have a great vacation: You dont know whether you want to go to the beach or to the holiday resort. You only own a small car where you can bring 4 persons. You have no idea what to bring and you need to inform the rest that you will bring along later on. In your group, figure out solutions so you could have your dream vacation. These questions may help you find your solutions you need:

Which place would you go? Name the place that you propose Who would you go with? State reasons why you choose to bring them along What are the things you need to bring? State reasons for choosing the items Out of the 4 persons you choose, whose experience would be useful so that you and the rest will not get lost?

Appendix 5 Title of Activity: Worksheet 3 Instructions : 1) Teacher distributes an error correction exercise to each student. 2) Teacher will provide students with a certain amount of time to identify the errors in those sentences.

3) After that, teacher will call random names to provide the answers while the rest and the teacher check and discuss the answers. Worksheet The WH- questions of Who, What, Whose and Which in these questions are wrong. Identify the errors and correct them. The first one has been done for you.

1) Which would you like to taste first? What would you like to taste first?

2) Whose is the owner of this big mansion in front of us?

3) Who dress is more convenient, the blue or the red?

4) Which wrote the long essay we read yesterday?

5) What is standing at the front the gate of our house?

6) What call did you receive last night?

7) Who does Siranis sister want for Christmas this year?

8) What car is Yolandas brother driving? Is it her fathers?