This lesson plan summarizes teaching H.G. Wells' novel "The Time Machine" to tertiary students. It includes 5 stages: 1) introduction through hypothetical time travel scenarios, 2) presentation of characters, setting and themes from chapters 3-4, 3) group practice identifying these elements, 4) creative problem-solving as the time traveler, 5) conclusion through a video and ticket responses. The plan aims to develop students' critical thinking, communication and engagement with the novel's concepts over 2 hours through varied active learning activities integrated with language skills.

1. Lesson Plan for Teaching Literature
Component for Tertiary Level
(Novel: The Time Machine - H.G.
Wells)
By: Siti Zulaikha Ismail (M20131000556)
Faridah Noor Che Ali (M20132001567)
Nur Shamsinar Ramli (M20132001565)

2. The Time Machine – H.G. Wells
It starts with the time traveller telling his
friends he has invited to dinner that the
mathematics he is about to explain is much
different from the usual ideas. He goes on
explaining that time is the fourth dimension.
Next, the time traveller shows them a model
of a time machine that took him two years to
make. He claims that as soon as he presses
the lever, the time machine will disappear into
the future.

3. The Lesson Plan
Date & time :
Duration : 2 hours
Venue : Language lab
Course name : Literature in Language Learning
Course code : BBA 3650
Sem & year : Semester 1 year 1
No. of students : 25
Genre : Novel – science fiction

4. The Lesson Plan
Proficiency level : Intermediate (lower & upper)
Course learning objectives (CLO) :
CLO1 expose students to different cultures through
literature
CLO2 enhance students’ critical and creative thinking skills
through literature
CLO3 integrate language learning through literature

5. The Lesson Plan
Program learning objectives (PLO) :
PLO1 read various literary texts for enjoyment and
appreciation of literature and cultures
PLO2 use literary text to further practise English grammar
PLO3 create role plays, sketches, and dramas based on
literary texts

6. The Lesson Plan
Specific objectives : By the end of the lesson, students
should be able to :
1)
2)
3)

7. The Lesson Plan
Previous knowledge : Students have read the novel and
there was a prior lesson on chapter 1 and 2 summary.
Additionally, students have also learnt and been exposed to
all literary elements of a novel in general (author, theme,
setting, plot, characters, characteristic, style, tone etc.)
Educational emphasis :
1) Creative and critical thinking skills (CCTS)
2) Interpersonal skill
3) Intrapersonal skill
4) Multiple intelligences

8. Stage /
Duration
Content / skills Teacher / student
activity
Rationale / AVA
Stage 1
Set Induction
4 minutes
Skills
•Speaking
•Listening
Content
“If clause – “If I could
turn back time, I
would….”
Question
1. Can you tell me
what will you do if
you could turn
back time?
2. What advice will
you give to your
younger self?
1. Teacher greets the
students and
orders them to
settle their matter
down before the
class begins.
2. Teacher explains
that today’s
session is a
continuation of
the previous
session.
3. Teacher projects a
slide showing “If I
could turn the
time back, I
would…”
4. Teacher selects
few students to
voice their
response.
1. To give the
students
warm-up
session before
the lesson
2. To enable
students to
generate
creative and
critical thinking
skills
3. To encourage
communication
AVA
• A computer
• LCD / Screen
projector

9. Stage 1
Set Induction (4 minutes)
If I could turn the time back,
I would….

10. Stage /
Duration
Content / skills Teacher / student
activity
Rationale / AVA
Stage 2
Presentation
20 minutes
Skills
•Speaking
•Listening
Content
Teacher's explanation of
the characters, setting
and themes of the two
chapters (3 & 4)
Questions
1. Can you recall what
do characters,
setting and theme
mean?
2. Would you like to
add anything
pertaining
characters, setting,
and theme for these
chapter?
Activity 1: Reader-
response
1. Teacher elicits
students’
knowledge of
the previous
lesson
2. Teacher tells
students to refer
to their previous
handouts on
Chap.1 & 2
summaries
3. Teacher imparts
input on 3
important
literary elements
obtained from
Chap.3 & 4 by
interacting with
students
1. To reinstate
students’
previous
knowledge and
relate to new
ones
2. To introduce
new
information
3. To provide
inductive
lesson
(examples /
input are
presented first
and students
contribute
more / draw
conclusion on
them)

11. Stage 2
Presentation (20 minutes)
Characters
The Time
Traveler
The
Narrator
Weena
Eloi

12. Setting
Late 19th
century
London
Time Traveler's
Home
Thames River
Dining room,
smoking room,
laboratoty

13. Stage /
Duration
Content / skills Teacher / student activity Rationale / AVA
Stage 3
Practise
25 minutes
Skills
•Speaking
•Listening
Content
24 task cards
Activity 2: Collaborative &
Communicative Learning
1. Teacher asks students to
form groups of 4 person
2. Teacher distributes to
each group 3 Task Cards
containing several Qs
3. Each Task Card
encompasses one literary
element learnt in
previously
4. Students work in their
team to complete the
Task Cards
5. All answers / responses
are typewritten as they
have to share them with
others
6. Teacher discusses every
Task Card with students
1. To allow
students to
think critically
and develop
mutual
understanding
2. To enhance
their
comprehension
of the
elements
taught earlier
in the lesson
3. To develop
communicative
skills
AVA
• Computer
• LCD projector
• Task cards

14. Stage 3
Practice ( 25 Minutes)
• Question :
According to the Time
Traveller, what is the
Fourth Dimension? And
according to the Medical
Man, how is the Fourth
Dimension different
from the other three?
Question:
How large was the
first Time Machine
and what happened
to the first Time
Machine?
Describe Filby’s
appearance. What
does he say and
do to give clues to
his personality?

15. Stage /
Duration
Content / skills Teacher / student
activity
Rationale / AVA
Stage 4
Production
20 minutes
Skills
•Speaking
•Listening
Content
Problem-Based
Learning
Question
You are The Time
Traveller and you want
to travel in time. Decide
whether you want to
travel backward in time
or forward in time.
There are spaces for
only you and one more
person. Decide who are
you going to take with
you. Give reasons for
your answers.
Activity 3: Problem-
based learning
1. Students are
asked to remain
seated and quiet
2. Teacher shows a
slide containing
situations
3. In pairs, students
are given 5
minutes to think
of the solution to
the situation
4. Once the time
ends, each pair is
called forward to
voice their
decision and
rationale of
having such
decision
1. To prompts
students’ HOTS
2. To encourage
students to
think
imaginatively
and creatively
3. To enable
students
collaborate
ideas
4. To foster
students’
speaking skills
AVA
• Computer
• LCD projector
• Microphone

16. Stage 4
Production ( 20 minutes)
Situation:
You are The Time Traveller and you want to travel in
time for the first and the last time. Decide whether
you want to travel backward in time or forward in
time. There are spaces for only you and one more
person. Decide who are you going to take with you.
Give reasons for your answers.

17. Stage /
Duration
Content / skills Teacher / student activity Rationale / AVA
Stage 5
Closure
8 minutes
Skills
•Writing
•Reading
Content
Drawing
conclusion and
making inference
1. Teacher plays video a 3-
minute scene from The
Time Machine movie
2. While watching,
teacher gives an empty
ticket to each student
3. Once the scene ends,
students are asked to
conclude the lesson by
writing a sentence
which resembles what
they have learnt from
the scene
4. Teacher collects the
tickets simultaneously
tells them that those
tickets will be used for
further discussion in
the next lecture
5. Class dismisses
1. To monitor
their
comprehension
of the
elements
taught earlier
in the lesson
2. To obtain
students’
reflection on
the lesson
AVA
• Computer
• LCD projector
• Speakers
• Video
• Empty tickets

18. Stage 5
Closure ( 8 minutes)
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19. Follow-up activity : Students are assigned group work.
Each group consists of 4 members and is given a set of empty
comic strips. They are required to fill in the speech bubbles
creatively by incorporating any or a combination of the
elements taught today.
Reflection : ______________________________________
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