1 INSTITUTE OF TEACHER EDUCATION TUANKU BAINUN CAMPUS, 14000 BUKIT MERTAJAM, PENANG BACHELOR OF TEACHING PROGRAMME (PISMP) JUNE 2021-2026 INTAKE TSLB 3332 TEACHING IN PRACTICE TASK 1 PRODUCT (PORTFOLIO) STUDENT’S NAME : SHAILA A/P N.JAGADISH INDEX NUMBER : 2021302340507 IDENTITY CARD NUMBER : 030307010404 ACADEMIC GROUP : TESL 4 (SK) PROGRAMME : PISMP INTAKE : JUNE 2021-2026 CODE AND NAME OF COURSE : TSLB 3332 TEACHING IN PRACTICE NAME OF ACADEMIC LECTURER : PUNITHAVATHY A/P RAJAINDARAN DATE OF SUBMISSION : 15 TH OF MARCH 2024 STUDENT’S ACKNOWLEDGMENT I, SHAILA A/P N.JAGADISH, HEREBY ACKNOWLEDGE THAT I HAVE RECEIVED FEEDBACK ON COURSE WORK FROM MY LECTURER. SIGNATURE : DATE : 15 TH OF MARCH 2024
2 INSTITUTE OF TEACHER EDUCATION TUANKU BAINUN CAMPUS, 14000 BUKIT MERTAJAM, PENANG. COURSE WORK FEEDBACK FORM STUDENT’S NAME : SHAILA A/P N.JAGADISH INDEX NUMBER : 2021302340507 CODE AND NAME OF COURSE : TSLB 3332 TEACHING IN PRACTICE NAME OF ACADEMIC LECTURER : PUNITHAVATHY A/P RAJAINDARAN DATE OF SUBMISSION : 15 TH OF MARCH 2024 DATE OF RECEIPT : STUDENT’S ACKNOWLEDGMENT I ACKNOWLEDGE THAT THE WORK OF THIS COURSE IS THE RESULT OF MY OWN WORK EXCEPT FOR THE EXCERPT AND SUMMARY EACH OF WHICH I EXPLAIN THE SOURCE. SIGNATURE : DATE : 15 TH OF MARCH 2024 COURSE WORK FEEDBACK DETAILS EXAMINER MODERATOR (IF APPLICABLE) STRENGTH : STRENGTH : ASPECTS CAN BE IMPROVED : ASPECTS CAN BE IMPROVED : SIGNATURE : DATE : SIGNATURE : DATE : STUDENT’S CONFIRMATION I, SHAILA A/P N.JAGADISH CONFIRM THAT I HAVE REFERRED TO AND UNDERSTAND THE FEEDBACK GIVEN BY THE LECTURER. NOTE (IF ANY) : SIGNATURE : DATE : 15 TH OF MARCH 2024
Portfolio digital lesson plans SHAILA JAGADISH TESL 4
1. Lesson Plans & TYPES OF LESSON PLANS 2.TTT (Teach-Test-Teach) Lesson Plan PPP (Presentation, Practice & Production Lesson Plan 3. 4.ESA (Engage-Study-Activate) Lesson Plan 5.CBL (Content - Based Learning) Lesson PLan 6.TBA (Task - Based Approach) Lesson PlaN 7.COMPONENTS THAT DIFFER IN EACH LESSON PLAN 8.REFERENCES Table of Contents
Lesson Plan & the types of lesson plans
1.0 Lesson Plans Lesson plans serve as essential blueprints in ESL classrooms, providing a structured pathway for instruction, and ensuring that teaching objectives are systematically addressed. They guide educators in delivering content effectively, facilitating the integration of language skills such as speaking, listening, reading, and writing. Moreover, lesson plans help in managing classroom time efficiently, allowing for the inclusion of varied activities that cater to different learning styles and preferences (Rizi & Dabaghi, 2015). In essence, lesson plans in ESL settings facilitate targeted and coherent instruction, making the language learning process more accessible, engaging, and effective for students. In the context of Malaysian ESL classrooms, the importance of lesson plans is further magnified due to the diverse linguistic backgrounds of learners. Malaysia’s education system strives to equip students with a high level of English proficiency, recognizing the language’s role as a key to unlocking opportunities in the global arena. Lesson plans are instrumental in bridging gaps in language proficiency, ensuring that learners at different levels receive appropriate support and challenges (Noor Emiliasari, 2019). This targeted approach helps to foster a conducive learning environment where all students can thrive, contributing to the national goal of the education system.
Understanding and applying various types of lesson plans, such as TTT (Teach Test Teach), PPP (Presentation Practice Production), ESA (Engage Study Activate), CBL (Content-Based Learning), and TBA (Task-Based Approach) is crucial in the ESL context for several reasons. Each of these approaches caters to different aspects of language learning and can be selected based on the specific needs and objectives of the learners. TTT allows for adaptive teaching based on initial assessments, PPP offers a structured progression from understanding to application, and ESA provides flexibility within its framework to maximize engagement and practical language use. Meanwhile, CBL integrates language learning with content knowledge, enriching students' academic and linguistic growth, and TBA emphasizes the practical use of language through real-life tasks, fostering communicative competence. In a multicultural and multilingual context like Malaysia, the ability to employ a variety of lesson planning approaches enables educators to tailor their teaching methods to the diverse needs of their students, ensuring that language instruction is both effective and inclusive (Jamil et al., n.d.).
TTT LESSON PLAN ESA LESSON PLAN PPP LESSON PLAN EXTRA INFO
2.0 The Similarities and Differences The TTT (Test Teach Test), PPP (Presentation Practice Production), ESA (Engage Study Activate), CBL (Content-Based Learning), and TBA (Task-Based Approach) are all can be used to produce different types of lesson plans in teaching English as a Second Language (ESL). Each has its unique framework and pedagogical philosophy that help educators to design good classroom activity planning. Despite their differences, they all aim to facilitate effective language acquisition through structured stages, encourage active participation from learners, and cater to different learning styles. The TTT approach begins by assessing learners' existing knowledge on a topic through an initial test, followed by teaching based on the test outcomes and concluding with a post-teaching test to assess understanding. This method emphasises learning through identifying and correcting errors and providing immediate, contextspecific teaching (Omar Ali Al-Smadi & Lin, 2024). The PPP framework is a three-stage approach starting with Presentation, where a new language is introduced; followed by Practice, where learners use the language in a controlled manner; and ending with Production, where learners use the language more freely and creatively (Liu, 2021). PPP is linear and teacher-centred in its early stages, gradually allowing for more learner autonomy.
ESA, developed by Jeremy Harmer, is more flexible than PPP. It involves three phases: Engage, to pique learners' interest; Study, where the language point is explicitly taught; and Activate, where learners use the language spontaneously. This approach allows for adaptation based on the learners' responses and can be sequenced in various ways such as ESA and EAS to suit the lesson’s needs (Fithria & Ratmanida, 2019). CBL focuses on using language to learn about something else, with the content (academic or thematic) driving the learning process. It integrates language skills with subject matter, making it highly relevant and engaging for learners, especially those with specific interests or academic goals. TBA places the primary focus on tasks as the main vehicle for learning. Learners are engaged in meaningful tasks that reflect reallife language use, with language analysis and focus on the form arising from these tasks (Khoshsima & Shokri, 2017). This approach promotes autonomy, and practical language use, and is often seen as more learner-centred than PPP. While PPP, TTT, and ESA are more structured in their sequence, CBL and TBA offer a more integrated and fluid approach to language learning, emphasizing context and practical use over form. Despite their differences, each methodology underlines the importance of engagement, practice, and active language use, tailored to meet specific learning objectives and learner profiles.
TEACH-TEST-TEACH T T T L E S S O N P L A N
TTT (TEACH-TEST-TEACH) LESSON PLAN Lesson Details Subject : English Year : 4 Al-Farabi. Num. of Pupils : 30 pupils. (15 boys 15 girls) Date : 05/10/2023 Time :8:45 am - 9:45 pm Theme & Topic : World of Stories. Module 8: Amazing animals. Focus Skill : Comparative adjective forms: adjective + -er / more + adjective + than. Prior Knowledge / Skills : Pupils know certain names of the dinosaurs. Content Standard (CS) Main Skill: Reading. 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies. Complementary Skill: Speaking. 2.1 Communicate simple information intelligibly. Learning Standard (LS) Main Skill: Reading. 3.2.4 Recognise and use with little or no support key features of a simple monolingual dictionary. Complementary Skill: Writing. 2.1.5 Describe people, and objects using suitable statements. Learning Outcomes (LO) Knowledge Skill Value 1. Pupils need to use comparative adjectives to construct sentences. 1. Speak at least one sentence containing comparative adjectives. 2. Write at least one sentence containing comparative adjectives. 1. Love (love for the environment) 2. Gratitude (Appreciative) Learning Objectives By the end of the lesson, pupils should be able to: 1. read and answer at least 4 out of 6 questions correctly based on a story on textbook page 82. 2. speak about at least 2 out of 5 types of dinosaurs introduced by the teacher.
Success Criteria (SC) I can: 1. read and answer at least 4 out of 6 questions correctly based on a story on textbook page 82. 2. speak about at least 2 out of 5 types of dinosaurs introduced by the teacher. Classroom Based Assessment (CBA) ( / ) Oral Observation Written / / Instruments Reading activity. Worksheets. Thinking Skills (TS) Habits of Mind (HoM) Higher Order Thinking Skills (HOTS) Thinking Skills (TS) and Higher Order Thinking Skills (HOTS): 1. Analysing the usage of comparative adjectives in real life. 2. Comparing two dinosaurs using comparative adjective forms. Habit of Mind (HoM): 1. Applying past knowledge to new situations. (Pupils need to use the knowledge they learned from the previous lesson.) Cross-Curricular Elements (CCE) 1. Language. Information & Communication Technology (ICT) 1. Speaker. 2. Audio. Teaching & Learning Materials (T&LM) 1. Textbook. 2. Worksheets. Arts in Education (AIEd) (If applicable) 1. Visual. Soft Skills (SS) 1. Problem Solving. 2. Creative Thinking. 3. Teamwork. 4. Communication Skills. Teaching Strategy 21st Century Pedagogy Practice (21stCPP) Developing problem solving using real world problems.
Differentiation Strategy (DS) 1. Differentiate by the time pupils are given to complete a task. Steps & Minutes Lesson Content Teaching & Learning Activities Remarks ( / ) Pre Lesson (5) Minutes. 1. Starting the lesson with the activity “Love Letter.” 1. Teacher greets the class and waits for the pupils to enter the computer lab. The teacher asks the pupils how CBA TS/HoM/HOTS CCE : : : 2. Explaining learning they are feeling about the day and marks the attendance. The class ICT T&LM : : objectives, the success criteria and the flow of the lesson. prepares for the lesson. 2. Teacher starts the lesson with the activity “Love AIEd SS 21stCP : : : Letter.” DS : 3. Teacher asks the pupils to Value : express all of their feelings in the letter to understand how they feel. Example: I hope Mr. Johny can always give us presents. 4. Teacher gives the pupils 2 minutes to express their feelings in the letter. 5. Teacher then instructs the pupils to send their letters back to the teacher. 6. Teacher reads the letters to understand how the pupils are feeling that day. 7. Teacher explains today's lesson, the success criteria and the flow of the lesson to the pupils. Lesson Development Stage I 1. Recalling the previous topic which is 1. The teacher asks the pupils to take out their textbooks and open page 81 (Refer to CBA TS/HoM/HOTS : :
(10) Minutes TEACH (T) comparative adjective. 2. Reading the text in the textbook page 82. Appendix A). Teacher reviews adjectives and animals by asking pupils to compare the dinosaur to some of the animals. Focusing on short adjectives (one or two syllables adjectives) and draw attention to the –er ending. CCE ICT T&LM AIEd SS 21stCP DS Value : : : : : : : : Example: A gorilla is bigger than a monkey. 2. Teacher asks pupils to read the text in the textbook page 82 (Refer to Appendix B) and write any new words in their notebooks. 3. Teacher asks pupils to check the ‘new words’ in the dictionary. Facilitate and assist pupils when they are using the dictionary. Lesson Development Stage II (20) Minutes 1. Reading the text in the textbook aloud with the pupils using audio. 1. Teacher asks the pupils what they think Grey’s book is about. Answer: It’s about dinosaurs. CBA TS/HoM/HOTS CCE ICT T&LM : : : : : TEST (T) 2. Teacher asks pupils to tell you what they think is happening based on the story on page 82. AIEd SS 21stCP : : : DS : (Greg and Anna are in Annd's garden. Greg is looking at his new dinosaur book while Anna is watering the plants and they are talking about dinosaurs.) Value : 3. Teacher plays the audio (Refer to Appendix C) and asks the pupils to point to
the appropriate speech bubbles and follow along as the audio is played. 4. Teacher plays the audio again and encourages pupils to shadow read. Play the audio once more, pausing after each phrase for pupils to repeat. Lesson Development Stage III (20) Minutes TEACH(T) 1. Answering comprehension questions. 1. Teacher asks pupils comprehension questions on page 83. Question: a. Which is Anna's favourite dinosaur? b. Why does Anna like T. rex? c. Which is Greg's favourite dinosaur? d. Why does Greg like Utahraptor? CBA : TS/HoM/HOTS : CCE : ICT : T&LM : AIEd : SS : 21stCP : DS : Value : e. Which dinosaur was more intelligent? f. What does Anna find? g. Is the tooth a dinosaur tooth? Answer: a. T. rex. b. Because it's scary. c. Utahraptor. d. Because it was more dangerous than T. rex. e. Troodon. f. A tooth. g. No, it isn't. 2. Teacher distributes the worksheets for pupils (Refer to Appendix D). 3. Teacher gives pupils time to answer the worksheets. 4. Teacher discusses the answer of the worksheets.
5. Teacher congratulated the students for answering the questions earnestly. 6. Teacher asks the pupils to paste the task sheet in their own E1 book. Post Lesson (5) Minutes 1. Recall pupils’ knowledge. 2. Q & A session. 1. Teacher reminds again about the topic on that day. CBA : TS/HoM/HOTS : 2. Teacher evaluates pupils’ understanding of the lesson by asking them questions about comparative adjectives. CCE : ICT : T&LM : AIEd : Example: a. What is a comparative adjective? (A comparative adjective is a word used to compare the differences between two nouns.) SS : 21stCP : DS : Value : 3. Teacher opens a Q & A session and answers it (if any).
Student Teacher’s Reflection : Mentor Teacher’s Remarks : Lecturer’s Remarks :
PPP Presentation, Practice & Production Lesson Plan
PPP (PRESENTATION, PRACTICE & PRODUCTION) LESSON PLAN Lesson Details Subject English Language Year 5 TEKAD Num. of Students 20 Date 25th March 2024 Time 8.45-9.45 am Theme & Topic World of Stories Topic 8: Going Away Focus Skill Writing Prior Knowledge / Skills Pupils know some verbs in simple past tense Main Skill Complementary Skill Writing Reading Content Standard (CS) 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media 3.3 Read independently for information and enjoyment Learning Standard (LS) 4.3.1 Use capital letters, full stops, commas in lists and question marks appropriately in independent writing at discourse level 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of interest Learning Outcome (LO) Knowledge Skill Value Able to write about ability in simple past tense Write about their favourite holiday in a comic as a story freedom Learning Objectives By the end of the lesson, pupils should be able to: 1. Write 5 simple present tense sentences using the verbs given. 2. Speak 4 simple past tense sentences about their favourite holiday. Sucess Criteria (SC) I can: 1. Create 5 simple present tense phrases using the verbs provided. 2. Speak 4 basic past tense phrases regarding the holiday story. Classroom Based Assessment (CBA) ( / ) Oral Observation Written / Instruments Worksheet/handouts Thinking Skills (TS) Habits of Mind (HoM) Higher Order Thinking Skills (HOTS) Habits of Mind: Creating, imagining, innovating Cross-Curricular Elements (CCE) Language Information & Communication Technology (ICT) Google Earth, Youtube
Teaching & Learning Materials (T&LM) A3 Paper, Cut Outs, Projector, White Screen Arts in Education (AIEd) (If applicable) Storytelling Soft skills (SS) Creative Thinking Teaching Strategy 21st Century Pedagogy Practice (21stCPP) Teaching using Contextual learning Differentiation Strategy (DS) Differentiate by instruction and feedback
Steps & Minutes Lesson Content Teaching & Learning Activities Remarks ( / ) Pre Lesson (5) Minutes PRESENTATION Recalled the last lesson 1. Teacher recalled back what they had learned in the last lesson. 2. Teacher shows pupils what they are going to do today. 3. Teacher shows a few things such as luggage, passports, flight tickets, bus tickets and other travelling essentials. 4. Teacher asks the students about holidays and travelling to the students. CBA: / TS/HoM/HOTS: CCE: ICT: T&LM : / AIEd: SS: 21stCPP: DS: Value: Lesson Development Stage I (10) Minutes PRESENTATION Going on a trip 1. Pupils will get a piece of paper that consists of a short text that includes new vocabulary and grammar about a boy going on a holiday. 2. Teacher display the places such as airports, inside the flight to give the students the exposure of travelling out of the country using Google Earth. 3. Pupils will read the text together while the teacher using Google Earth. 4. Teacher stops at each place based on the text read by pupils to highlight and explains new words and the sentence structure. 5. After the pupils have finished reading the text, they will be working in pairs. CBA: TS/HoM/HOTS: / CCE: ICT: / T&LM : / AIEd: SS: 21stCPP: / DS: Value: /
Lesson Development Stage II (20) Minutes PRACTICE Comic time and simple past-tense 1. Teacher gives each pair a worksheet related to the topic and simple past tense. 2. Pupils will complete the worksheet given together in 5 minutes. 3. Teacher chose 5 pupils to share their answers to the worksheet given in front of the classroom. 4. Teacher discusses the correct answers. 5. Pupils will be given a piece of A3 paper that contains empty comic strips, pictures of travel essentials and a few cartoon characters. 6. Teacher gives pupils 10 minutes to think and plan about their comic story. 7. Pupils arrange and paste the pictures of travel essentials and the cartoon characters in each part of the comic strip accordingly. 8. Pupils will continue to decorate the comic strip using their creativity and imagination. CBA: / TS/HoM/HOTS: CCE: ICT: / T&LM : / AIEd: / SS: 21stCPP: / DS: Value:
Lesson Development Stage III (20) Minutes PRODUCTION Writing exercise 1. Pupils will create their own stories of comic strips using the new vocabulary, grammar and simple past tense. 2. Teacher gives 10 minutes to the pupils to write the story and complete the comic strip in dialouges. 3. Teacher allows the pupils to apply their knowledge creatively, solidifying their learning. 4. Teacher gives time for pupils to finish their comic strip and complete the story. 5. Teacher lets pupils present their product and share about their story in front of the classroom. 6. Teacher discusses the use of simple present tense and simple past tense in these stories to acknowledge pupils effort and and reinforcing the lesson’s objectives. CBA: TS/HoM/HOTS: / CCE: / ICT: T&LM : / AIEd: SS: 21stCPP: / DS: Value: / Post Lesson (5 minutes) Simple questions 1. Teacher give time for pupils to clean and keep their things. 2. Teacher asks pupils what they had learned today. 3. Teacher asks pupils how they feel about the today’s lesson. 4. Teacher collects the A3 paper comics and puts it on the rack behind. CBA: / TS/HoM/HOTS: CCE: ICT: T&LM : AIEd: SS: 21stCPP: DS: Value: /
Student Teacher’s Reflection : Mentor Teacher’s Remarks : Lecturer’s Remarks :
ESA ENGAGE -STUDY-ACTIVATE LESSON PLAN
ESA (ENGAGE-STUDY-ACTIVATE) LESSON PLAN Lesson Details Subject : English Year : 4 Al-Farabi. Num. of Pupils : 30 pupils. (15 boys 15 girls) Date : 04/10/2023 Time :11:05 am - 12:05 pm Theme & Topic : World of Stories. Module 8: Amazing animals. Focus Skill : Comparative adjective forms: adjective + -er / more + adjective + than; Comparative questions. Prior Knowledge / Skills : Pupils know certain names of the animals. Content Standard (CS) Main Skill: Speaking. 2.1 Communicate simple information intelligibly. Complementary Skill: Writing. 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media. Learning Standard (LS) Main Skill: Speaking. 2.1.5 Describe people, and objects using suitable statements. Complementary Skill: Writing. 4.3.2 Spell most high frequency words accurately in guided writing. Learning Outcomes (LO) Knowledge Skill Value 1. Pupils need to use comparative adjectives to construct sentences. 1. Speak at least one sentence containing comparative adjectives. 2. Write at least one sentence containing comparative adjectives. 1. Love (love for the environment) 2. Gratitude (Appreciative) Learning Objectives By the end of the lesson, pupils should be able to: 1. speak at least one sentence comparing the animal depicted on the flashcards. 2. write at least one sentence comparing the animal depicted on the flashcards on the whiteboard.
Success Criteria (SC) I can: 3. speak at least one sentence comparing the animal depicted on the flashcards. 4. write at least one sentence comparing the animal depicted on the flashcards on the whiteboard. Classroom Based Assessment (CBA) ( / ) Oral Observation Written / Instruments Checklist. Thinking Skills (TS) Habits of Mind (HoM) Higher Order Thinking Skills (HOTS) Thinking Skills (TS) and Higher Order Thinking Skills (HOTS): 1. Analysing the usage of comparative adjectives in real life. 2. Comparing two animals using comparative adjective forms. 3. Create one simple sentence that contains comparative adjectives. Habit of Mind (HoM): 1. Applying past knowledge to new situations. (Pupils need to use the knowledge they learned from the previous lesson.) Cross-Curricular Elements (CCE) 1. Information and Communication Technology. 2. Language. 3. Science and Technology. Information & Communication Technology (ICT) 1. Projector. 2. Speaker. 3. Youtube Video. Teaching & Learning Materials (T&LM) 1. Get Smart Plus 4. 2. Flashcards. 3. Checklist form. Arts in Education (AIEd) (If applicable) 1. Visual. Soft Skills (SS) 1. Problem Solving 2. Creative Thinking 3. Teamwork 4. Communication Skills
Teaching Strategy 21st Century Pedagogy Practice (21stCPP) Teaching using project based learning collaboration. Differentiation Strategy (DS) 1. Differentiate by instruction and feedback. 2. Differentiate by the task pupils are given. Steps & Minutes Lesson Content Teaching & Learning Activities Remarks ( / ) Pre Lesson (5) Minutes. 1. Play “Broken Telephone.” 1. Teacher greets the class and waits for the pupils to enter the computer lab. The teacher asks the pupils how they are feeling about the day and marks the absentees. The class prepares for the lesson. 2. Teacher starts the lesson with the activity “Broken Telephone.” 3. Teacher explains the instruction of the game to the pupils. 4. Teacher asks the pupils to make a line. (Combine boys and girls) 5. Teacher whispers simple sentences to the pupils standing at the front of the line. Example of the sentence: ● Which is heavier, the panda or the elephant? Answer: The elephant. CBA : TS/HoM/HOTS : ENGAGE (E) Instruction of the Broken Telephone: CCE : ICT : ● Pupils will make a line. T&LM : AIEd : ● A word or phrase is whispered into the ear of the first person, who then whispers it into the ear of the next person and so on. SS : 21stCP : DS : Value : ● The person at the end says the sentence out loud to see how closely it matches the original. 2. Guess the topic of the day. 3. Explains learning objectives, the success criteria and the flow of the lesson.
6. Teacher gives 5 sec to pupils to whisper to their friends. 7. Teacher asks the last person to come in front of the class and tell the sentence out loud to see how closely it matches the original. 8. Teacher discusses the answers with the class and explains today's lesson, the success criteria and the flow of the lesson to the pupils. Lesson Development Stage I (10) Minutes STUDY (S) 1. Refresh about the previous topic which is comparative adjective. 2. Display flashcards about animals. ● Panda. ● Gorilla. ● Snail. ● Monkey. 1. Teacher refreshes back the previous topic that they had learned which is comparative adjective. 2. Teacher pastes the flash card (Refer to Appendix A) on the whiteboard and asks the pupils to compare it. 3. Teacher asks the pupils to answer it out loud. CBA TS/HoM/HOTS CCE ICT T&LM AIEd SS 21stCP DS Value : : : : : : : : : : ● Bear. ● Tortoise. 3. Ask pupils to compare the animals.
Lesson Development Stage II (20) Minutes 1. Divide the pupils into pairs. 2. Pupils practise speaking skill using comparing questions in the textbook page 81. 1. Teacher asks the pupils to take out their textbook and turn to page 81 (Refer to Appendix B). 2. Teacher directs pupils' attention to the picture of the children at the bottom of the page. CBA TS/HoM/HOTS CCE ICT T&LM AIEd SS : : : : : : : 3. Teacher asks the pupils to guess what they are doing. 21stCP DS : : Teacher expects answer from pupils such as: They are comparing their answers from the quiz. Value : 4. Teacher plays the audio and asks pupils to repeat the conversation. 5. Teacher divides the pupils into pairs, and asks the pupils to take turns comparing their answers from the quiz. 6. Teacher gives time to pupils to complete their task. 7. Teacher calls a few pairs of pupils to present their conversation to the rest of the class. 8. Teacher discusses the answer with the class.
Lesson Development Stage III (20) Minutes 1. Pupils construct simple sentences based on the flashcard. 1. Teacher pastes the flashcard (Refer to Appendix A) on the whiteboard and asks the first pair to come in front and choose two flashcards. CBA TS/HoM/HOTS CCE ICT T&LM : : : : : ACTIVATE (A) 2. Teacher tells the pair to call up any other pair. Pupils from opposing pairs have to say aloud and write a sentence comparing the animals depicted on the flashcards on the whiteboard. If the sentence is correct, the pair get a point. AIEd SS 21stCP DS Value : : : : : Example: The panda is heavier than the snail. 3. Teacher will evaluate the pupils based on their ability to construct the sentence using a checklist (Refer to Appendix C). 4. Play this game for as long as time permits. The pair with the highest point wins the game. Post Lesson (5) Minutes 1. Recall pupils’ knowledge. 2. Q & A session. 1. Teacher reminds again about the topic on that day. CBA TS/HoM/HOTS : : 2. Teacher evaluates pupils’ understanding of the lesson by asking them a comparative question. CCE ICT T&LM : : : AIEd : 3. Teacher opens a Q & A session and answers it (if any). SS 21stCP : : DS : Value :
Teacher’s Reflection : Mentor Teacher : Lecturer :
CBL L E S S O N P L A N
CONTENT-BASED LEARNING (CBL) LESSON PLAN Lesson Details Subject ENGLISH (LESSON 1 WEEK 10) Year 6 CAPELLA Num. of Students 30 Date 23rd OCTOBER 2023 Time 12:40 pm - 1:40 pm Theme & Topic World of Knowledge Unit 6: How is it made? (Grammar) Focus Skill Listening Prior Knowledge / Skills Content Standard (CS) Main Skill (Listening) 1.2 Understand meaning in a variety of familiar contexts Complementary Skill (Reading) 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Learning Standard (LS) 1.2.2 Understand with little or no support specific information and details of longer simple texts on a range of familiar topics 3.2.2 Understand specific information and details of simple longer texts Learning Outcome (LO) Knowledge Skill Value Passive voice: Statements (e.g., be made from...) Use the passive voice to describe a process Courage Learning Objectives By the end of the lesson, pupils should be able to: 1. Listen and identify the passive and active sentences. 2. Fill in the blanks with the correct form of verbs. Sucess Criteria (SC) I can: 1. Listen and identify the passive and active at least 5 sentences correctly. 2. Fill in the blanks with the correct form of verbs at least 5 blanks correctly. Classroom Based Assessment (CBA) ( / ) Oral Observation Written / Instruments Handouts Thinking Skills (TS) Habits of Mind (HoM) Higher Order Thinking Skills (HOTS) Applying - Students need to apply passive voice to complete the paragraph. Cross-Curricular Elements (CCE) Language - Passive Voice Information & Communication Technology (ICT) YouTube video, Active and Passive sentences slides
Teaching & Learning Materials (T&LM) Worksheet Activity 1 and 2, Active & Passive Map notes, Spin Wheel Arts in Education (AIEd) (If applicable) Visual (Spin Wheel) Soft Skills (SS) Teamwork Teaching Strategy 21st Century Pedagogy Practice (21stCPP) Students Centred and Cooperative Based Learning Differentiation Strategy (DS) Strategy 3: Differentiate by the outcome expected from pupils - Remedial students may not answer all the question correctly but at least get 5 correct answers.
Steps & Minutes Lesson Content Teaching & Learning Activities Remarks ( / ) Pre Lesson (5) Minutes Introduction to passive voice sentence 1. Teacher writes a few sentences with passive voice and active voice. 2. Students are asked to identify the differences. CBA: TS/HoM/HOTS: CCE: ICT: T&LM: AIEd: SS: 21stCPP: DS: Value: Lesson Development Stage I (13) Minutes Play video of passive voice 1. Teacher plays the video. 2. Teacher pauses after each sentence and asks the students to repeat. 3. Teacher draws students’ attention to the blue squares in each of the sentences. 4. Teacher asks Which sentence is singular? Which sentence is plural? 5. Teacher reads out the following two sentences in the box. 6. Teacher asks What is the negative form of is/are? (isn’t/aren’t) What part of the sentence is in the purple box? (the subject) 7. Teacher asks students to look at the text on page 70- 71 and search for examples of passive voice sentences. CBA: TS/HoM/HOTS: CCE: ICT: T&LM: AIEd: SS: 21stCPP: DS: Value: Lesson Development Stage II (15) Minutes Teacher’s explanation about active and passive voice 1. Teacher explains in detail about active and passive voice. 2. Teacher distributes the Active & Passive Map notes for the students to refer. CBA: TS/HoM/HOTS: CCE: ICT: T&LM: AIEd: SS: 21stCPP: DS: Value:
Lesson Development Stage III (7) Minutes Listen and identify either active or passive sentence 1. Teacher reads out list of sentences. 2. Students need to listen and identify either it’s an active or passive voice sentence. 3. Students write down P to the passive sentences. CBA: TS/HoM/HOTS: CCE: ICT: T&LM: AIEd: SS: 21stCPP: DS: Value: Post Lesson (20) Minutes - Spin the Wheel - Fill in the blanks with the correct form of the verbs (Activity 2) - Closure 1. Students sit in groups. 2. Group representative needs to spin the wheel. 3. The number represents question of active or passive voice. 4. The group that got most correct answer and with highest points get reward. 5. Next, for activity 2, students need to underline the subject in each sentence of the paragraph. 6. Students need to identify the sentence either it’s singular or plural. 7. Students need to complete the paragraph individually. 8. Teacher checks answer as a whole class. CBA: TS/HoM/HOTS: CCE: ICT: T&LM: AIEd: SS: 21stCPP: DS: Value:
Teacher’s Reflection : Mentor Teacher : Lecturer :
T B A TASK-BASED APPROACH L E S S O N P L A N
TASK- BASED APPROACH (TBA) LESSON PLAN Lesson Details Subject ENGLISH (LESSON 2 WEEK 10) Year 6 CAPELLA Num. of Students 30 Date 25th OCTOBER 2023 Time 10:40 am – 11:40 am Theme & Topic World of Knowledge Unit 6: How is it made? (From wheat to treat – how pasta is made) Focus Skill Writing Prior Knowledge / Skills Content Standard (CS) Main Skill (Writing) 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Complementary Skill (Reading) 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Learning Standard (LS) 4.2.5 Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and reference pronouns 3.2.1 Understand the main idea of simple longer texts Learning Outcome (LO) Knowledge Skill Value Passive voice (e.g., Water is added to...); linking words (Sequencing: first, second, next, then, finally) Use an infographic to write about a process Connect two sentences using coordinating conjunctions Write an article with passive voice Diligence and Rationality (Being able to work in groups, completing tasks and rational in making decisions) Learning Objectives By the end of the lesson, pupils should be able to: 1. Connect sentences of process how pasta is made with coordinating conjunctions in the worksheet. 2. Use capital letters, full stop, and commas in paragraphs while writing the article. Sucess Criteria (SC) I can: 1. Complete the sentences of process how pasta is made using passive voice. 2. Connect at least 4 sentences using suitable coordinating conjunctions correctly in the worksheet. 3. Write an article about how pasta is made.
4. Use capital letters, full stops, and commas in at least 1 paragraph correctly while writing the article. Classroom Based Assessment (CBA) ( / ) Oral Observation Written / Instruments Handouts Thinking Skills (TS) Habits of Mind (HoM) Higher Order Thinking Skills (HOTS) Analysing - Able to break down information into smaller parts in order to understand and make connections between these parts. - Students need to connect sentences using suitable linking words. Cross-Curricular Elements (CCE) Language - Passive voice (e.g., Water is added to...); Linking words (Sequencing: first, second, next, then, finally) Information & Communication Technology (ICT) Canva slides Teaching & Learning Materials (T&LM) Passive & Active Map notes, Mini Fishing Rod, Mounting Board, Worksheets, Textbook, Cooking Set Arts in Education (AIEd) (If applicable) Soft Skills (SS) Teamwork, Critical Thinking Teaching Strategy 21st Century Pedagogy Practice (21stCPP) Students-centred and Cooperative Based Learning Differentiation Strategy (DS) Strategy 2: Differentiate by the type and amount of support provided - Students are being given with the past participle for the passive voice exercise - Students are being given with the choices of answer for linking words exercise Steps & Minutes Lesson Content Teaching & Learning Activities Remarks ( / ) Pre Lesson (5) Minutes Introduction to how pasta is made 1. Teacher asks students what is their favourite food? 2. Teacher pastes picture of pasta on the whiteboard. CBA: TS/HoM/HOTS: CCE: ICT: T&LM: AIEd: SS: 21stCPP: DS: Value: Lesson Development Stage I (8) Minutes PRE-TASK Teacher’s explanation about pictures of how pasta is made and match to its stages 1. Teacher presents slides of pictures about how pasta is made. 2. Teacher explains one by one and guide students to CBA: TS/HoM/HOTS: CCE: ICT: T&LM: AIEd: SS:
choose the correct stages. 3. Students need to match the picture with the according stages. 21stCPP: DS: Value: Lesson Development Stage II (5) Minutes TASK Match pictures to its stages 1. Teacher distributes a mounting board with stages pasted on it and a set of pictures to every groups. 2. In groups, students need to match the pictures with the stages on the mounting board. 3. Using fishing rod, students need to catch the correct picture according to the stage. 4. Then, students paste the pictures on the board to complete the sequence of the pasta is made. CBA: TS/HoM/HOTS: CCE: ICT: T&LM: AIEd: SS: 21stCPP: DS: Value: Lesson Development Stage III (7) Minutes TASK Complete the sentences using passive voice 1. In groups, students need to complete the sentences using passive voice. 2. Teacher checks students’ answer as a whole class. 3. Group that got all correct will be given rewards. CBA: TS/HoM/HOTS: CCE: ICT: T&LM: AIEd: SS: 21stCPP: DS: Value: Post Lesson (35) Minutes POST-TASK Connect sentences using suitable linking words, Write an article, Mini Chef, Eat pasta, Closure 1. After that, students need to combine two sentences into one using suitable coordinating conjunctions in the worksheet individually. 2. Students need to write an article about how pasta is made based on the Activity 2. 3. Teacher distributes another set of process to make pasta Bolognese with recipes. CBA: TS/HoM/HOTS: CCE: ICT: T&LM: AIEd: SS: 21stCPP: DS: Value:
4. Students need to look at the recipes and arrange the picture accordingly. 5. Teacher checks students’ answer as a whole class. 6. Students need to make another article of how pasta Bolognese is made as homework. 7. Teacher asks if students enjoy the lesson of the day.
Teacher’s Reflection : Mentor Teacher : Lecturer :
Components That Differ In Each Lesson PLan Components That Differ In Each Lesson PLan
1.0 Topic, Language Skills, Content Standards, Learning Standards, Learning Objectives and Grammar Based on all five types of lesson plans, it's evident that they are used to create a daily teaching lesson plan for the Malaysian primary English as a Second Language (ESL) classroom context. These lesson plans are developed based on the Standard-Based Curriculum and Assessment Document (DSKP), which ensures that the learning objectives align with the national education philosophy. All five lesson plans guided by the DSKP help teachers achieve the teaching objectives at each stage of learning for each level in primary school. This compilation focuses on level 2 students, ranging from Year 4 to Year 6. All five types of lesson plans contain the same important components, including the topic, main and complementary language skills, content standards, learning standards, learning objectives, and grammar, except for the teaching and learning strategies part. This is because the framework of the different types of lesson plans necessitates varying teaching methods and structures of classroom activities. Although the components are consistent across the plans, the content within these components varies depending on the year and the selected main and complementary language skills, teaching different topics and language skills.
The TTT (Teach Test Teach) lesson plan is designed for teaching Year 4 pupils reading and speaking language skills, while the PPP (Presentation Practice Production) lesson plan focuses on teaching Year 5 students writing and reading language skills. Each plan includes distinct themes and topics, language skills, content standards, learning standards, learning objectives, and grammar. For instance, the content standard for reading skills in the TTT lesson plan is 3.2 "Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies," whereas in the PPP lesson plan for reading skills, it is 3.3 "Read independently for information and enjoyment." The ESA (Engage Study Activate) lesson plan, focusing on the topic "Amazing Animals" for Year 4 students, emphasizes speaking and writing skills. Similar to the TTT and PPP lesson plans, it comprises all components, but the content of each component differs according to the topic, year, and language skills. The content standard is 2.1 "Communicate simple information intelligibly," and the learning standard is 2.1.5 "Describe people and objects using suitable statements." As noted, the CBL (Content-Based Learning) and TBA (Task-Based Approach) lesson plans include all essential components of a lesson plan, but the content of each component varies based on the learning objectives to be achieved by the end of the lesson. In essence, different types of lesson plans require distinct content for each component, which is crucial in creating effective lesson plans for primary ESL classrooms.
2.0 Teaching and Learning Methods and Structures The structure of teaching and learning activities within lesson plans varies significantly across different educational methodologies. These variances cater to distinct pedagogical goals, learner engagement strategies, and knowledge application stages. The pedagogical framework chosen for a lesson significantly influences the structure of teaching and learning activities. Diverse types of lesson plans such as CBL, TBA, PPP, TTT, and ESA cater to various educational objectives, engaging students in different ways to enhance learning outcomes. 2.1 Content Based Learning CBL integrates content with language learning objectives, focusing on subject matter to facilitate language acquisition. In the observed CBL lesson plan, the learning activities revolve around the passive voice, using subject-specific content such as processes and descriptions to teach grammar. Activities are designed to enhance listening and reading skills through multimedia presentations and worksheets, emphasizing understanding and applying grammatical structures within the context of content learning (Baecher, 2014). The emphasis on teamwork, critical thinking, and applying knowledge in new contexts supports a holistic approach to language learning.