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FORMAL LESSON PLAN

Teacher: ________NORAINI BINTI IBRAHIM__________________________________ Class: ______3

KECUBUNG_________________

School: _________________________________________________ State: ___________________________ ate:

___________________________

T!"e #er!o$: ____________ to _____________ N%"&er o' St%$e(ts !( Class: ___3)____________ *Gender &rea+$o,(:

__________ &o-s . __________ /!rls0

1.1 Lesson objectives / learner outcomes: (What is the lesson focus? / What will the pupils learn? What will the evidence ofstudent learning be?!" the end of the lesson pupils should be able to :1. #o listen to and follow simple direction .

$. #o draw and complete the school plan based on the directions given verball".

1.$ Lin%s to &ational 'urriculum:

1.$

1. Lin%s to )rimar" Language Learning *bjectives:

1.$.$ +ble to listen to and follow (b simple directions .

1.$. +ble to give : (b simple directions to places in school.

1., Lin%s to previous and future lessons:

1

- -+)+- -elangor 0$ 2&3 $01

10.0 11.0

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)upils had learnt the name of places in school in previous lesson.

1.4 Language anal"sis (%e" language learning focus: 35.: new language to be presented/ rec"cled or practiced. What dostudents need to understand?6 7ive the direction in clear and correct pronunciation.6 stress on listening and spea%ing s%ills.

1.8 +nticipated difficulties:

6 Lac% of vocabular" and pupils tend to use mother tongue to communicate.

1.9 aterials and resources: (te5tboo%; wor%boo% pages plus additional supplies such as wor%sheets; flashcards; posters; realobjects; photographs; etc.

6 Word cards ; wor%sheet and map.

1.< *utline of lesson structure: (proposed timings; stages; interactions and materialsT!"!(/ Sta/e a($ Proce$%re1Act!2!t!es I(teract!o( O&ser2at!o( Notes

minutesSET INUCTION6 #eacher gives few instruction and as%s pupils torespond.35ample :loo% left ; loo% right ; loo% down and touch theground.

=aise "our right hand touch the s%".=aise "our left hand touch "our friend nose.6 #eacher relates the activities with the lessonthe" going to learn.

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T!"!(/ Sta/e a($ Proce$%re1Act!2!t!es I(teract!o( O&ser2at!o( Notes

4"!(%tes

5)"!(%tes

5)"!(%tes

PRESENTATION

6 #eacher e5plains how to give and followdirections to the pupils.

6 #eacher stresses on few direction phrases . 35ample : #urn left ; 7o straight ; Wal% along ;turn right ;

stop at the junction .

PRACTICE

6 #eacher conducts a role pla" game on givingdirections. 6 +s%s three students to hold cards whichcontains name of places. 35ample : #oilet

'anteen*ffice

6 #eacher call out one student to stand in front ofthe class.

6 +s%s the student to choose which places he/shewants to go .

6 #he other students will give directions to thestudent until he/she reaches the correct place.

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5 "!(%tes

PROUCTION

6 +s%s pupils to sit in pair . 6 #eacher distributes a school plan and as%s pupilsto draw the lines based on the teacher>s instructions.

6 #eacher chec%s the answer with the students.

CLOSURE

6 #eacher shows to the pupils how to pla" -imon-a"s game and e5plains the rules of the game. 6 #he )upils must perform the action when teachersa"s name an action follow with the words -imon sa"s > .

e5ample : -imon sa"s turn left. -imon sa"s put up "our right hand.

-tand straight.

Codes for Interactions: (Who is doing the talking?)Avoid 100% teacher-centred, teacher-controlled lessons! Aim for student-centred tasks and meaningfulcommunication.

T 6 S @ #eacher to -tudents S 6 T@ -tudent(s to #eacher

S 76 SS @ ndividual -tudent to other -tudents (one pupil to entire class group

SP 76 SP@ -tudent )air wor% (pair partners 6 to each other

S 76SG@ ndividual -tudent to -mall 7roup of their partners

#iming should be estimated !( the (%"&er o' "!(%tes"ou thin% that a specific stage; tas% or activit" might ta%e.

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38 REFLECTION: Ho, sat!s'!e$ a" I=============*o( a 4#o!(t scale0

escr!#tors 'or sel'assess"e(t:

#r" and base "our personal assessment of the lesson "ou gave on a 46point scale; where "ou feel:1 @ ver" concerned about a number of aspects$ @ not satisfied; but had some positive points @ generall" satisfied; but concerned about certain aspects, @ Guite satisfied overall4 @ ver" satisfied

that the lesso(=====888 1 6 4 that I ===== 1 6 4had clear learning objectives? created a positive learning environment?

met the learning objectives? related lesson material to pupilsH needs andinterests?

was clearl" lin%ed to the curriculum objectives? communicated well with m" class? (instructions;e5planations; Guestions; elicitation; gestures; e"econtact; voice; moving around

matched the abilities of the pupils? modelled and used 3nglish well?

was well/logicall" seGuenced and managed? supported the verbal with the visual well?(gestures; e5pression; pictures; board wor%; etc.

was well6paced? promoted listening and spea%ing s%ills?

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had a variet" of interactions? promoted personalised/genuine use of thelanguage presented?

was pupil centred? (the" were activel" involved dealt with learning mista%es when appropriate?

had a variet" of activities to promote learning andmaintain attention?

motivated the pupils well? (praise; feedbac%;encouragement; reinforcing positive learningbehaviour

had an appropriate balance of L1/L$? chec%ed understanding and learning?

385 I$e(t!'!cat!o( o' stre(/ths> !ss%es a($ (ee$s *,!th "e(tor0

383 Act!o( #la( *,!th "e(tor

S!/(at%re _______________________________________________________________ Me(tor S!/(at%re

__________________________________________________

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