PISMP JUNE 2017 INTAKE

LESSON PLAN OF FIRST PHASE PRACTICUM

OWNER: FATIN SABRINA SANUZI
(TESL 2)

Subject : English Language

Year : 4 Cemerlang
Enrolment : 28 pupils
Date/Day : 27th June 2019 (Thursday)
Time : 09.30 am – 10.30 am (60 minutes)
Theme : World of Stories
Topic : The Prince and The Thieves (Unit 8)

Focused Skill : Grammar

Previous Knowledge : Pupils are already familiar with some words category.

Content Standard : 5.1

By the end of the 6 year primary schooling, pupils will

be able to use different word classes correctly and

appropriately.

Learning Standard : 5.1.4 Able to use conjunctions correctly and

appropriately:

(a) because
(b) so
Learning Objectives : By the end of the lesson, pupils should be able to:

1. Identify the conjunction by stating the conjunction to the

teacher.
2. Differentiate the usage of because and so by putting
them in different column.
Vocabulary : So, because, minister,
Educational Emphases : i. Moral Values : cooperation
 ii. Thinking Skills : Evaluating, word
association
iii. Multiple Intelligences : verbal linguistics,
interpersonal

Cross Curriculum : creativity and innovation, language,

Element
Entrepreneurship : creativity
Resources/ : Bingo cupcakes mold, manila card, ruler, table tennis ball,

Teaching Aids paper strip.

Stages/Time Content Activities Remarks

To arouse pupil’s interests Teacher: Preparation Phase

Set to learn by using an 1. Teacher writes a
Induction incomplete sentence. hanging sentence.
(5 minutes)
 2. Teacher asks the
student to fill words that
can complete the
sentences.

3. Teacher
highlights the lesson of
the day.

Introduce conjunction Teacher: Imagination Phase

‘because’ and ‘so’ to the 1. Teacher writes the - Analysis
Presentation students. sentences from the - Generating
(15 minutes) textbook on whiteboard. ideas

2. Teacher Materials:
Examples: underlines the - Manila card
1. Show example of conjunction in the PAK 21:
sentences in textbook to the sentences. - Discussion
students.
3. Teacher Multiple intelligence:
explains the verbal linguistics
function and usage
of conjunction to
the students.

4. Teacher asks
student to
volunteer to
answer question
on whiteboard.

5. Teacher
explains that they
will play a game
after this.
 1. Teacher divides the Developmental
Play ‘Bingo Balls’
students into three Phase
groups. - Implementation
- Assessment
Practice 2. Every group will be
(15 minutes) given six table tennis PAK 21:
balls. - critical thinking

3. They must take turn HOTS:

Table tennis ball to throw the ball in the - analyse
cupcakes mold.
Materials
4. They will need to - Paper strip
take the paper strips in - Cupcakes mold
the cup for their group. - Table tennis
ball.
5. Every group will be
given two minutes to
throw the balls.

6. They will read the

sentence and decide if
there are any
conjunction in the
sentence.

7. They need to throw

away the paper strips
that does not contain
any conjunction.

1. Teacher distributes
Action Phase
one manila card for
Production - Implementation
each group.
(20 minutes) - Assessment

2. They discussed
with each other on
 Students create conjunction HOTS:
which one they
table using a manila card. - create
must put in the
column.
Materials

3. They paste the - Manila card

paper strips that
they have in the
table.

- Recap the lesson 1. Teacher asks the

Closure pupils about what
(5 minutes) they have learned
today

2. Teacher highlights
the topic and recap
the lesson.
REFLECTION

For the set induction, I find that the students are bored and I need to find

other method and things that can be done. Anyway, the students responded

well by answering the question that I asked. So far, I got no problem during

set induction other than settling them down. During presentation it is quite

hard for me to explain to them in English. They cannot really understand me

and at the end of the day I end up with translating the words to them.

Other than that, during practice stage the students get too excited to play

bingo balls and they create an uneasy environment and uncontrolled. They

are pushing each other because they want to play longer than their friends. I

am quite exhausted because I need to scream at them to stop them.

Otherwise they would not listen to me. Next, during production they are very
eager to complete and decorate their table on the manila card.

One problem that I faced during production is the participation of all

students during group work. Some of them are having problem with the

groups that makes the group member eliminated him/her. For example, when

I asked about why they did not join them they told me that their group member

did not want to accept their idea. Regarding this, I need to find a solution for

this because I can see that its not only happen in this class but also in other

class that I teach.