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Table of Contents

1. Class Profile ... 1


2. Lesson Details 1 & 2
3. Lesson Plan . 3
4. Whiteboard . 8
5. Appendices .. 9
5.1 Appendix A 9
5.2 Appendix B ... 10
5.3 Appendix C 11
6. References .. 12

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Name: Marlina Abdul Ghanie

Student Number: 139049242

Class Profile
0

Size:

12

Age:

13

Nationality:

Mixed 4 Malaysians, 4 Chinese, 4 Indians

Level:

Upper Intermediate

Details:

The students like to participate in classroom activities. They are not afraid in
making mistakes when learning and often complete their homework. Four
students (2 Chinese and 2 Malays) whose L1 is Chinese and Malay depended
very much on their dictionary for meanings. At the end of the semesters, these
students will be sitting for oral test. In the oral test, students will be given 5 to
7 minutes to demonstrate their speaking skill.

Lesson Details
Aims:
Communicative The students will be able to use and describe an interrupted past event using
Aims:

past continuous in their daily conversation.

Linguistic:

1. Past Continuous (affirmative)


2. Verb -ing

Skills:
Outcomes:

3. Connectors ( while, when, as, because)


Speaking skills
At the end of the lesson, the students will have
1. state at least one verb to talk about what they do in the evening
2. talk using at least 3 past continuous sentences in role play activity.

Long term

The students said that they were unsure how to describe actions happening at

goals:

the same time in the past.


Pronunciation of ed in the verb such as baked and called.

Interpersonal:

None needed - The students are co-operative and comfortable with each other.

Developmental: Concept checks when revising past simple so that the students can to this relate
this lesson.
Anticipated Problems/ Assumptions
1. I assume that the students remember and know what they do in the
.

evenings.
2. I assume that the students know past simple. I will do concept checks.
3. I assume the students know how to use the WH-questions correctly.
Materials

Time
9.00

Stage
Warmer:

1. A set of card for mime activity for teacher (Appendix A)


2. Set of pictures (Appendix B)
3. Newspaper excerpt (Appendix C)
Interaction
Procedures
Whole class
Teacher writes on the whiteboard
What am I doing?
Teacher mimes some action verb and asks the

students to guess what the teacher is doing


Teacher elicits answers such as gardening,

jogging, swimming, cooking, sleeping etc


Teacher asks each students what they usually

Aims/Other comm
To spark curiosi

do in the evening.
9.10

Engage:

Teacher introduces the topic by telling what

Teacher uses ane

he/she did yesterday at 4.30 p.m.

the aim of the le

At 4.30 p.m. yesterday, I was baking a chocolate


cake for my nephew because it was his 5 th
birthday. When I was baking, my mom called and
told me that she baked a cheese cake for my
nephew. It was truly a special day for my nephew
because he had two cakes for his birthday.

Teacher repeats Yesterday, at 4.30 p.m. and


asks students What happened when I was

Make sure stud

structure when a
question.

baking?

Teacher writes a question on the whiteboard


What were you doing yesterday at 4.30 p.m.?

Teacher provide

practice so that t

and provides a controlled response

able to start a dia


the concept.

At 4.30 p.m. yesterday, I was __________. _____


I was ______, _________________.
Pairs

Teacher instructs the students to start a


dialogue with their partner using the question

To use the senten

and responds provided. (Teacher allocates 1

stage

minute for students to discuss with their


partner)

Teacher asks for two volunteers to share their


answer with their classmates.

Teacher writes down students answer on


whiteboard and gives feedback.

9.15

Study:

Teacher tells what past continuous is. (refer to

whiteboard)

Teacher uses her anecdote earlier as example

to show the formation of past continuous


Teacher emphasizes to 4 criteria on how to

To ensure the stu

picture about the

concept of past c

form past continuous sentences.

Teacher uses students answer on whiteboard


as models to explain and relates to the

Meaningful cont

timeline. (teacher underlines the connectors

marker pens are

using red marker pen, the ing verb in green

the important fea

marker pen and the past simple of be in blue

form past contin

marker pen.)

Pairs

Teacher gives instruction and distributes a set

of picture to each pair. (refer to appendix B)

Appendix B has

the teacher to su
communicative

In the first activity, you will be given a set of


picture and construct two past continuous
sentences. You will be given 1 minutes to discuss
with your partner
Pairs

Teacher checks students answer by selecting

Giving feedback

some students to present their answer. Teacher

important to help

writes students answer on whiteboard and

understand.

underlines the use of connectors and verbs in

their sentences.
Teacher corrects students pronunciation on
verb ed

9.25

Activate:

Teacher sticks a newspaper excerpt on the

whiteboard.

Teacher use auth

class to get stude

to encourage the

Money changer robbed of RM160,000

newspaper.

PADANG BESAR: A money-changer from


Kaki Bukit here lost RM160,000 to two
robbers who tailed the victim to his home on
Saturday.
Group work

Teacher pre-teach some vocabulary


Teacher introduces second activity (role play)

The students can


dialogue and be

and one student can choose to be the police


and three students can choose to be the
culprits. (at the end of the role play, the police
needs to guess who the real robber is)

Teacher assigns the police to interrogate the


culprits and they need to defend themselves.

(teacher allocates 3 minutes for students to

practice)
Teacher choose one group to present their

dialogue in front of the class.


Teacher provides feedback to students

Students also ca

speaking skills t

presentation

9.40

Record stage:

Finish

Each student mu

Teacher tells the students to write their role

their exercise bo

play dialogue in exercise book.

refer for their wr


To ensure studen

Teacher recaps the lesson by asking the

students what they have learned.

understand what
the class.

WHITEBOARD: The whiteboard is divided into three parts so that it will be organized and
clear to students.
Aim: Describing an interrupted past events.
Past Continuous - to talk about something that was happening around a particular time in the
past.
- to set the scene, known as background situation for a story. Sometimes, other events interrupt
the background situation.
e.g At 4.30 p.m. yesterday, I was baking a chocolate cake for my nephew because it was his 5th
birthday. When I was baking, my mom called and told me that she baked a cheese cake for my
nephew. It was truly a special day for my nephew because he had two cakes for his birthday.
Referring to a particular time in the past

background event

At 4.30 p.m. yesterday, I was baking a chocolate cake for my nephew because it was
his 5th birthday. When I was baking, my mom called and told me that she baked a cheese cake
for my nephew.
Events that interrupt background event
Connectors

Appendix A
Mime Card (for teacher)
gardening
sleeping

swimming
cooking

jogging
cycling

sweeping
knitting

shopping
eating

Appendix

Appendix C

Money changer robbed of RM160,000


PADANG BESAR: A money-changer from Kaki Bukit here lost RM160,000 to
two robbers who tailed the victim to his home on Saturday.
In the 7.50pm incident, the victim had just arrived at his house in Rancangan Perumahan Awam
(RPA) when the two masked suspects pounced on him.
A source said one of them then whipped out a pistol and forced the 61-year-old victim to
surrender a bag containing the cash.
"The suspects fled in a grey-coloured Proton Waja.
"The victim gave chase in his car but lost them during the pursuit," said the source.
Padang Besar district police chief Superintendent Che Man Md Dros confirmed the case and said
the case had been classified as armed robbery.

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References:
1. Kay, S. (1996) Reward Pre-intermediate : Communicative Activities for Students of
English. Resource Pack . Great Britain: Heinemann English Language Teaching
2. Mat Arif, Z (2013) Money changer robbed of RM160,000 , The News Strait Times 13th
August . Available online at http://www.nst.com.my/latest/money-changer-robbed-ofrm160-000-1.335980. Accessed 25 November 2013
3. Nettle, M and Hopkins, D (2003) Developing Grammar In Context: Grammar Reference
and Practice Intermediate. Cambridge: Cambridge University Press
4. Harmer, J (2007)The Practice of English Language Teaching (Fourth Edition) London:
Pearson

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