Appendix 1

Instruction:

Examine the reproduced lesson plan and appended activities and discuss the questions that
follow.

Class: 4 Merah (Average)

Duration: 60 minutes
Topic: Unit 13 Keeping Promises
Language Skill: Grammar
Language Content : 5. Preposition
Learning 4.5 Construct simple and compound sentences with guidance and
Outcomes: independently.
4.5.3 Construct simple sentences independently by looking at the
picture.
Lesson Objectives: By the end of the lesson, students will able to
i. Write 5 sentences using the prepositions based on the
pictures.
ii. Do a grammar chant stress on the preposition.
iii. Complete 5 sentences with the correct preposition.
Instructional LCD projector, Computer, PowerPoint slides, Worksheet.
Material:
Previous 1. Pupils have read the text The Pied Piper in the previous lesson.
Knowledge: 2. Pupils have learnt the preposition such as out, up, in, on, near.
Stage/ Time Content Teaching/ Learning Activities Rationale
Presentation garbage 1. Teacher shows some pictures To check pupils
shooting
(15 minutes) on slide. (Appendix A) understanding
toothbrush
2. Teacher discusses the content
toothpaste
into of the pictures with pupils.
To activate
onto 3. Teacher shows a sentence for
pupils schemata
each picture.
4. Teacher draws attention to the
preposition in each sentence. To illustrate how
5. Teacher explains the use of
the structure is
Prep. of
each preposition.
formed and what
location: in, on 6. Teacher emphasizes the
Prep. of it means, as well
preposition of direction by
direction: into, as how it is used.
demonstrating (into, onto).
onto 7. Pupils carry out the
demonstration (oral practice):
Demonstrations
- Squeezing the toothpaste
onto the toothbrush.
- Putting the rubbish into
the rubbish bin.
Chant
- Putting the coins into the
piggy bank.
- Spreading the jam onto
the bread.
 8. Teacher shows the chants
with the slide. (Appendix B)
9. Teacher read the chant and
followed by the pupils.
10. Pupils practice the chant in
pairs.

Practice Activity 1:
Worksheet 1 1. Teacher provides worksheet 1
(25 minutes) To give pupils
to each pupil. (Appendix C)
opportunities to
2. Pupils are required to circle
practice.
the errors in the sentences
and rewrite the sentences
To develop
using the correct form.
3. Teacher checks pupils accuracy
answers.
Worksheet 2
To build pupils
Activity 2:
1. Teacher distributes worksheet confidence in
2 to each pupil. (Appendix D) using the new
2. Pupils read the text silently.
language.
3. Pupils fill in the blanks with
the correct prepositions.
4. Teacher check pupils
answers.

Production Advanced Level To get pupils

Picture 1. Teacher distributes a picture
( 20 minutes) communicate
of the classroom to the
Write five fluently.
pupils. (Appendix E)
sentences to
2. Pupils write five sentences to
describe the
describe the picture.
activities in the 3. After completing the task,
picture. pupils find their friends to
discuss their sentences.
4. Pupils are encouraged to give
comments to their friends
work.
5. After editing, pupils hand in
their edited work to the
teacher.
Picture
 Elementary Level
Complete the 1. Teacher distributes the
sentences. worksheet. (Appendix F)
2. Pupils complete the sentences
using the correct
prepositions.
3. Teacher monitors the pupils
to complete the work.

Noticing Form Study the explanation below.

Focus on Form Tense Usage Examples
Preposition on direction
In
room, building, in the kitchen, in
street, town, London
country in the book
book, paper etc. in the car, in a
car, taxi taxi
picture, world in the picture, in
attached the world
On
for a place with the picture on
a river the wall
being on a on the table
surface
on the left
for a certain side
(left, right) on the first floor

for a floor in a on the bus, on a

house plane

for public on TV, on the

transport radio
Into
for television,
radio

Onto
enter a room / a go into the
building kitchen / the
house

movement to the jump onto the

top of table
something
Closure Teacher summarizes the lesson To recap
by emphasizing the use of
preposition of direction.
Questions for discussion:

1. What was the focused grammatical item?

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2. What alternatives/what other remedial activities would you suggest? Explain how you
would conduct this activity.
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3. List some of the good practices in his/her activities.

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4. Do you think this is a complete Grammar lesson for the grammatical item identified?
Why?
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5. Identify the stages of the lesson (based on the MUF Framework) by completing the
grid below. Write the rationale for each stage.
Stages Types of activities Rationale

Meaning
Use

Form