LESSON PLAN FOR THE TEACHING OF WRITING IN MALAYSIAN SECONDARY SCHOOLS USING THE INDUCTIVE APPROACH

Date Time/Duration Class Number of students Language proficiency Subject Theme Topic Learning Outcomes

: 3 October 2012 : 45 minutes (3.00 3.45 p.m.) : Form 2 Optimistic : /24

: Beginner : English Language : Environment : Pollution : By the end of Form 2, students should be able to: 1.0 Language for interpersonal use 1.2 Take part in social interaction by: b) Participating in conversations and discussions; and c) Making plans and arrangements; vi) Participating in a conversation by: agreeing politely with others disagreeing politely interrupting politely taking leave

vii) Taking decisions with others to do something. 2.0 Language for informational use 2.1 Obtain information for different purposes by:

a) Listening to spoken texts such as talks, speeches and from other multimedia sources; i) Listening to and understanding a variety of texts of suitable length (e.g. instructions, announcements, directions, messages, advertisements, descriptions, plans). (Level 1, 2, 3) 2.2 Process information by: b) Extracting main ideas and supporting details; i) Telling what the text is about. (Level 1) iv) Identifying important ideas by listening and checking a list. (Level 2) 3.0 Language for aesthetic 3.1 Listen to, read, view and respond to literary works by: c) Explaining the message the writer is trying to convey and discussing how this relates to ones life; viii) Talking about values found in a text. (Level 3) ix) Talking about how events, characters and values in the text are similar to those experienced in ones life. (Level 3)

Learning Objectives

: By the end of the lesson, students should be able to: a) Students are able to answer questions based on the listening text. (Measurable)
b) Students

are able to brainstorm appropriate solutions to overcome pollution. (Observable)

Skills Educational Emphasis Sentence Pattern Values Students previous knowledge Resource material Resource/Reference

: Listening, Speaking, Reading : Listening skills : Affirmative and complex : A) Awareness towards pollution. B) Teamwork among students. : Environment issues : LCD, whiteboard, marker pen, speakers, worksheets, a bowl : 1. Nesamalar Chitravelu, Saratha Sithambaram, & The Soo Choon. (2005). ELT Methodology Principles and Practice. Malaysia: Oxford Fajar 2. Form Two English Language Textbook 3. Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah Bahasa Inggeris Tingkatan 2

STAGES OF A 5-PHASE LESSON PLAN Stage/Duration Stage 1 Set Induction E.g. (5 minutes) The picture is about pollution. Content/Skills Listening and Speaking Teacher/Pupil Activity S1) Students are shown a picture on Pollution accompanied with a quotation. S2) Students are chosen at random to give opinion about the picture and quotation. S3) Other students are to listen attentively and give comments on what has been said. S4) Teacher asks students to relate the topic to their Stage 2 Pre- listening E.g. (10 minutes) What are the sickness signs faced by the boy? Listening and Writing personal experience. Students are asked to sit in Rationale pairs. Each Each pair receives gets two a AVA given 5 Appendix 1 different sets of worksheet. partner different set of worksheet from the teacher. Students are Integration of listening skills Incorporation of multimedia skills AVA A picture on pollution Rationale/AVA Rationale To introduce the topic and attract students attention To instill peer evaluation

minutes to discuss in pairs Picture on Pollution to complete the worksheet Appendix 2 . by finding the missing A set of question on part 1 LCD the A video on pollution places in the map. Teacher discusses worksheet with students. Teacher shows the students the complete map. Students are asked to check with their answers.

Stage 3 While- listening (10 minutes)

Listening and Writing

S9) Teacher continues playing the second part of the video.

Rationale To instill peer evaluation

E.g Dirty water from the house and factories is going into the river. The boy is coughing due to water pollution. FALSE.

S10) Students are now to listen and fill in the blanks. S11) Teacher plays the video from the beginning. S12) Students are asked to listen and answer another True or False set of questions. S13) Teacher discusses the answers by asking the students to exchange the answer sheets with their AVA LCD An video on pollution Appendix 3 A worksheet of fill in the blanks questions on part 2 Appendix 4 A worksheet of True or To infuse a higher level of listening task

Stage 4 Post- listening

Speaking and Listening E.g.

friends. False questions S14) Students are divided into Rationale a group of 6. S15) Each group are asked to solution to overcome the pollution. S16) Teacher collects all the answers and puts in a bowl. A representative from each group is called to select a paragraph. S17) Each group needs to perform a short sketch on the respective solution while the other groups must guess the solution according to the situation. AVA A bowl -

To enhance speaking and listening skills Integration of the coactions and teamwork skills Implementation of CCTS (Creative and Critical Teaching Skills)

(15 minutes)

He is throwing the rubbish write a short passage on one into the dustbin. She is sweeping the floor.

Stage 5 Closure (5 minutes)

Listening

S17) Teacher recaps the whole lesson, implants the moral values of the day and

Rationale To recall the lesson so that students are able to incorporate it in their homework To uphold the educational psychology

E.g. Teamwork needed when you are doing a group work. We should not pollute our environment.

day and later assigns homework to the students.

Appendix 1

Appendix 2 Answer the short question 1. What are the sickness signs faced by the boy? a) __________________ b) __________________ c) __________________ 2. What is the effect of making the nature dirty? ________________________________________

3. Where does the smoke come out from?

a) ______________________ b) ______________________ c) ______________________

4. How is the dirty air formed?

______________________________ 5. Which air does the tree breath in and gives out? ______________________________________

Appendix 3 Fill in the blanks. 1. Dirty water from the __________ and __________ is going into the river. 2. We would not get _______ water to drink due to the water pollution. 3. People throw _________ and ________ everywhere. 4. These things never get mixed with the __________. 5. Garbage disposal will cause _________ pollution.

Appendix 4

Read the sentences carefully. Put (T) for the True statements and (F) for False statements. 1. The boy is coughing due to water pollution. 2. A lot of smoke comes out from the factory. 3. Trees produce carbon dioxide gas. 4. Dirty air is known as carbon dioxide and good air is known as oxygen. 5. The dirty water poured into the river will cause the fishes to die. 6. Plastics can get mixed in soil. 7. Throwing wrappers and plastics causes air pollution.
8. When we make nature dirty, it is called water pollution.

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