Year Day Time Theme Topic #urriculum specificatio!

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4 Bestari Tuesday 10.50 11.50 a.m. World of Self Mo i!" arou!d 1.4.$ liste! to a!d follo% simple directio!s to places i! the !ei"h&ouri!" to%! '.(.4 to respo!se to someo!e as)i!" for help

*ocus s)ills +a!"ua"e items +ear!i!" o&-ecti es

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+iste!i!" a!d spea)i!" ,repositio! of directio! By the e!d of the lesso!. pupils should &e a&le to as) a!d "i e directio!s correctly &ased o! the map "i e!.

Set /!ductio! 1. '. Teacher as)s 0uestio!s a&out the places that they ha e &ee! to duri!" the holidays. ,upils share their e1perie!ces.

,rese!tatio! 1. '. $. 4. 5. Teacher sho%s a map of a to%!. ,upils ide!tify the &uildi!"s o! the map. Teacher "i es a situatio! o! ho% to "o to the food court from 2ala! Ba!dar. Teacher models o! ho% to "i e directio!s a!d pupils repeat after the teacher. Teacher emphasi3es the prepositio!s of directio!. 41amples: "o strai"ht. %al) alo!". tur! left. tur! ri"ht. 5. Teacher "i es more e1amples usi!" the same map.

,ractice 1. '. Teacher drills the pupils %ith the se!te!ce patter!s. ,upils %or) i! pairs. as) a!d "i e directio! to a place of their choice usi!" the same map.

,roductio! 1. '. ,upils role play the situatio! &et%ee! a tourist a!d a local people. ,upils "i e comme!ts.

6eflectio!.

Based o! the micro teachi!" a!d the lesso! pla! that / ha e do!e. / ma!a"ed to "et a fe% "ood a!d %ea)!esses . Duri!" the set i!ductio!. / could ma)e it more i!teresti!" %ith sho%i!" picture cards of i!teresti!" places i! Malaysia such as &eaches. %aterfalls. mou!tai!s a!d historical places to arouse pupils7 atte!tio!s. The!. / could as) them %here they %e!t for their holidays. so &y loo)i!" at the pictures the pupils could &e a&le to a!s%er teacher7s 0uestio!s easier. By "i i!" the pictures they could &uild their o%! ima"i!atio!. ima"i!i!" that they ha e &ee! to the places &efore. Mea!%hile. i! the prese!tatio! step. it is &etter if the teacher could ma)e up a se!te!ce patter! to ma)e sure that the pupils %ere a&le to follo% the lesso!. 8ere. the teacher could also ma)e the se!te!ce cards. so that the pupils could &e a&le to u!dersta!d the uses a!d differe!ces of the prepositio!s of directio! tau"ht. /t is also easier for the teacher to teach the se!te!ce patter! a!d ma)e the pupils repeat the se!te!ces. Duri!" the practice step. it is "ood for the teacher to as) the pupils to %or) i! pairs &ecause here the teacher could mo!itor the pupils %or) easily. *or the last step that is duri!" the productio!. the teacher had a ery "ood i!te!tio! to allo% the pupils to role play the dialo"ue &ut the teacher should use the same se!te!ce patter! a!d allo% the pupils to i!teract %ith each other usi!" differe!t characters that they li)ed. 9 erall the lesso! is a! easy lesso! to carry a!d simple to u!dersta!d.