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LESSON PLAN FOR THE TEACHING OF ENGLISH (GRAMMAR) FOR FORM 1
STUDENTS IN MALAYSIAN SECONDARY SCHOOLS
Date : 8th December 2010
Time / Duration : 1 hour 20 minutes
Class : Form 1 Bestari
Language Proficiency : Intermediate
Number of Students : 30/30
Subject : English Language
Background Knowledge : Students have already learned on punctuation (“?”)
Grammar Focus : 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 father’s 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 92-
93)
3. Zoom In Grammar PMR Form 1,2 & 3 (2008, Info
Didik, pgs 103-106)
STAGES OF A 5-PHASE LESSON PLAN
STAGE/
DURATION
CONTENT/
SKILL
TEACHER/STUDENT
ACTIVITY
RATIONALE/
AVA
Set Induction
(5 minutes)
Speaking
Questions:
Who were absent during the
previous class?
Why were you absent?
What did you do during last
weekend?
Examples of Answers:
Why were you absent?
- I had a fever
- I had a family
emergency
- I had stomach ache
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
- 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
what did they do
during the
weekend.
- Teacher writes
down the WH-
words from the
questions that she
asked earlier and
reveal the grammar
topic of the day.
Rationale(s):
To warm up students
before moving on to the
main lesson of the day
To expose students with
the WH-words. These
will be the lesson of the
day.
AVA
None
watching TV and
doing homework.
STAGE 1
Pre-
(10 minutes)
Listening & Writing
Grammar Topic
WH- Questions
(Interrogative Pronouns)
Grammar Items:
“What”, “Whose”,
“Which” and “Who”
- 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.
- Then, teacher will
give in-depth
explanation on the
rules and functions
of each WH-
question.
- Teacher provide
students 5 minutes
to write down the
grammar rules
- Then, teacher asks
students to read
aloud the examples
containing the
WH- questions on
the grammar chart
in choral manners.
Rationale(s):
To expose the WH-
questions (“What”,
“Whose”, “Which”
and “Who”) to all
students.
To explain the rules and
the usage of the WH-
questions and their
forms.
To understand the rules
and the usage pf the
WH-questions and their
forms.
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 WH-
questions 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.
- Students are asked
to copy the
questions and
answer them in
their English 2
exercise.
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
scrambled-up exercise
on WH-questions.
Reading & Writing
Example of questions:
1. What presents did
the little girl
received from her
father?
2. Which festival is the
advertisement
dedicated to?
3. Whose mother has
passed away?
4. Who is the main
character in the
advertisement?
- Students complete
the exercise and
discuss the answers
with the rest of the
class.
Task 2 (Pair Work)
- Teacher shows a
video entitled
“Maya”
- For the first time,
students are asked
watch the video
attentively.
- 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.
- 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
Rationale(s):
To check whether they
have understood the
functions of the WH-
words 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"
rest of the class.
STAGE 3
Further
Practise
(20 minute)
Reading & Speaking
Group Work
Problem Solving
- Students will be
divided into groups
of 6.
- Then, teacher
projects a problem
in which students
are needed to solve
it to each group
through a
slideshow.
- 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.
- Teacher and the
rest of the students
listen to what they
have come up.
Rationale
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.
To see whether students
are able to engage
among themselves in
practicing sentences
with WH- questions.
AVA
Appendix 4
Problem solving
exercise.
STAGE 4
Production
(10 minutes)
Reading & Writing
Error Correction
Example:
Which would you like to
taste first?
What would you like to
taste first?
- Teacher distributes
an error correction
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.
Rationale(s):
To reinforce all the
WH- questions learned
from the beginning of
the lesson.
To check students’
level of understanding
towards the grammar
topic learned.
AVA
Appendix 5
Error Correction
exercise worksheet
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.
- All the worksheets
done in class are
pasted in their
exercise books and
teacher provides
students with
homework to be
done at home.
Rationale(s):
To summarize the
lesson of the day and
seek feedback from the
students of what they
have learned in class.
AVA
None
Follow-up Activity : Homework
Activity : Students are asked to find out about next week’s topic
regarding sequence connectors on the Internet using search
engine such as Yahoo!, Google etc. Review what you have
found out.
Self-reflection :
Supervisor’s 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 sister’s name?
Examples of WH- Questions (Who, Which, What, Whose).
WH- QUESTIONS AND THEIR USES EXAMPLES
Who
Used for persons
The answer to a “who” questions
Who is your best friend, Shahir?
Who is on the phone?
will usually be a person or persons
(subject).
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 Idham’s
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 don’t 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 Sirani’s sister want for Christmas this year?
8) What car is Yolanda’s brother driving? Is it her father’s?