This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
-A six-level series with each level featuring a student book, workbook, and a teachers guide
-Age-appropriate and in full-color
-Lovable characters are featured throughout the series who children will come to know and love!
-Balanced curriculum with each lesson containing activities that focus on all skills
-Lesson themes include various interesting and engaging topics geared to the interests of young learners
-Audio CD included with all passages for listening, reading-a-long, and repetition
-Workbook provides additional practice and reinforcement of each lesson’s language targets
-Well-structured and comprehensive Teacher’s Guide is available and provides teachers with a wide range of supportive activities, ideas, and resources
-The Teacher’s Guide includes a multi-purpose Teacher’s Resource CD containing MP3 files, a selection of tests, 12 lesson reviews, a placement test, printable flashcards, wordlists, song lyrics and more
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
-A six-level series with each level featuring a student book, workbook, and a teachers guide
-Age-appropriate and in full-color
-Lovable characters are featured throughout the series who children will come to know and love!
-Balanced curriculum with each lesson containing activities that focus on all skills
-Lesson themes include various interesting and engaging topics geared to the interests of young learners
-Audio CD included with all passages for listening, reading-a-long, and repetition
-Workbook provides additional practice and reinforcement of each lesson’s language targets
-Well-structured and comprehensive Teacher’s Guide is available and provides teachers with a wide range of supportive activities, ideas, and resources
-The Teacher’s Guide includes a multi-purpose Teacher’s Resource CD containing MP3 files, a selection of tests, 12 lesson reviews, a placement test, printable flashcards, wordlists, song lyrics and more
Lesson Plan PhonicsTeacher Candidate Course .docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
Lesson Plan PhonicsTeacher Candidate Course L.docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish th ...
GuidedGuided ResponseIn addition to responding to your instru.docxaidaclewer
Guided
Guided Response:
In addition to responding to your instructor’s comments and questions, respond to at least two of your peers. Ask questions to push your classmates to be more specific about their literacy planning.
Compare your routines to theirs. How are they similar? How are they different?
My work :
Routines for Literacy Learning ( so
Compare my routines to theirs. How are they similar? How are they different?)
Broad Instructional Goals:
Ø
To develop an interest and make sense of printed material
Ø
To learn letter to sound correspondence
Ø
To read words and identify sounds that makes words
Ø
Participate in a shared reading of the story,
The Gingerbread Man
Four Block Lesson Plan:
First Block:
Self-Selected Reading
Second Block:
Guided Reading
Third Block:
Working With Words
Fourth Block:
Writing
Time: 15Minutes
Time: 20 Minutes
Time: 25Minutes
Time: 30 Minutes
On the first lesson of self-selected reading, each pupil will try to study the tale “The Gingerbread Man”. They will study it for the primary 15 minutes. I will then permit them to respond to the events inside the tale and inspire them to chine in
I will then examine the tale once more loud to the whole class can even encourage the students to examine alongside me. I will then put up prepared sentence strips in a pocket chart. I might then examine the story through pointing to each word. I could tell them to pick out their preferred words and write them on a separate sheet
I will overview the story on the 0.33 time and ask the students to select their best preferred phrases from the tale. I will difficulty each with a marker(black) to jot down each word separate on paper I will tell them to attract interest on each word while writing’s will also take the scholars to a computer lab for them to do an online project of matching the begging letter sounds at the lowest of the laptop.
I will then allow the students to use the brand new discovered words to create a web story by means of operating on computers. They will then put up their work online
I will also make the students to also read Mustapha, M., & Maldonado-Colon, E. (2011). Whole-to-part phonics instruction: Building on what children know to help them know more.
The Reading Teacher
,
41
, 328–338
References
Alexander, G.J. (2011).
The Lesson Plan
. Hoodoo Mysteries.
Bowen, W. G., & McPherson, M. S. (2016).
Lesson Plan: An agenda for change in American higher education
.
By:
Ste By: Winscher
Goal:
Make students more aware of word meaning.
Option 1:
Select a grade level and create a Four Blocks lesson plan. Make sure to include all four blocks as identified on pp. 50-51. Design the Four Blocks around a specific text and/or topic.
The chart I have created is specified for my 4
th
grade English class particularly for my vocabulary/reading portion of class. The following are the 4 topics used in the four-block lesson plan:
Self
‐
selected
reading.
Guided
reading.
Working
with words.
Writi ...
GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docxlianaalbee2qly
GCU College of Education
LESSON PLAN TEMPLATE
Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2018
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
There are 21 students total with 3 students with IEPs. The three students with IEPs have the support of the inclusion model. The special education teacher co-teaches during the 55-minute ELA block in the general education classroom.
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment, and Technology:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening on in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you c.
The macro teaching practical includes Annual plan, unit plan and lesson plan. This is the format for period plans, English subject including face sheet, reading & vocabulary, discourse editing, grammar, poem. This gives an overview of how to write the period plans.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Pelan taktikal
1. PERSATUAN : ENGLISH LANGUAGE SOCIETY
WEEK ACTIVITY PROCEDURE DETAIL DESCRIPTION OF
PROCEDURE
MATERIAL REFERENCE NOTES FOR
TEACHERS
1 Committee
Meeting
Members registration
Welcoming speech
Selecting the
committee members
Discussing the activities
to be carried out for the
year
The students register
themselves as the members
of the society.
The advisor gives welcoming
speech to all members.
Introducing teachers in
charge of the society.
Selecting the committee
members where students
have to nominate the
candidates followed by
voting session.
Discuss with the members
about the activities to be
carried out for the year. Get
members to give their
suggestions.
Registration
form
Whiteboard
Marker pen
- This is the time for
teacher advisor to
discuss activities with
students.
Activities are listed
down and teacher
takes note.
Suggestions from
members are very
important since we
want them to be
independent and
decide on what
interest them.
Teacher suits
members suggestions
with activities
suggested in this
module.
2 My Literature
Scrapbook
Students bring
newspapers and
magazines.
Students are given 3
assignment titles for a
scrapbook.
Students are asked to choose
an assignment title from the
3 given.
1.Find a character, an
article, a story, a picture in
the news that reminds you
Newspapers
Magazines
Glue
Scissors
- Reading Skills
When choosing
words and phrases,
students are not
allowed to create
own ‘spelling’. For
2. Students read
newspapers and
magazines to complete
the scrapbook.
of a character, a theme or a
message from any of your
literature component texts
2.Find words/phrases/
pictures/articles that are
associated with ‘SUCCESS’
3. Find pictures/
phrases/news/articles/adve
rtisements that are
associated with a place of
your dream.
Students browse through the
newspapers and magazines
and start cutting suitable
words, phrases, pictures,
articles that suit the
assignment chosen.
Once students have enough
materials, they put them
together in a scrap book.
Students are reminded to be
very creative in creating the
scrapbook.
example, when they
want to have a word
‘NICE’, students are
not allowed to spell it
by cutting out
individual letters. the
word ‘NICE’ has to be
found spelt as ‘NICE’
from the
newspaper/magazine
. This is to make sure
that students really
try hard looking for
words and phrases
from the newspapers
and magazines and
while doing that,
students actually
read them.
3 Draw the Story Students are given a
reading text to be read.
Teacher gives each member
a story titled ‘The Day The
Sun Did Not Sleep’. (refer to
appendix 1)
Drawing paper
Crayon
Water colours
Colour pencils
- Reading Skills
Dictionary work
This activity can also
3. Students draw the
story.
Students display the
product
To make members more
attracted to read the story, it
is photocopied on colour
papers.
Members read the story and
on a piece of drawing paper.
They draw the story to show
how far they understand the
story.
(There is no right or wrong
drawing. This is what we call
selective comprehension in
which members draw based
on their own level of
understanding)
Members display their
drawings on wall of activity
room and talk about it.
Members are encouraged to
ask each other about their
drawings.
Later, drawings are displayed
on English Language Society
notice board to be shared
with the rest of school.
Dictionary be done in pairs or in
groups.
Teachers may not use
the story suggested.
Teachers can use
own materials based
on students level and
are advised to look
for materials that suit
students own
background so that it
will be more
meaningful, more fun
and easier for
students to apply
‘Intelligent Guessing’
strategy.
4 Reading a Recipe
–making mini
sandwiches
Teacher divides
students into groups of
3 to 5.
Ingredients
depend to the
teacher’s idea
and budget
Reading Skills
Speaking Skills
Teacher prepares the
4. Each group is given a
recipe on how to make
mini sandwiches.
Students read the
recipe.
Students make the
sandwiches Students take the ingredients
from the teacher and start
making the sandwich.
Cooking
utensils
A4 papers
ingredients
Teacher can also
change the menu –
for example making
cup cakes, cookies
etc.
Teacher encourages
students
to present their
sandwiches
creatively.
5 Writing a Poem Teacher explains to
students about poems.
Teacher tells students
that they are going to
write a poem about
feelings.
Teacher puts on some
instrumental music to have
students in the mood.
Students talk to each other
about something that makes
them feel sad, happy, cross,
bored or worried.
Get students to write:
I feel happy
when….
I feel sad
A4 papers
Computer/Lapt
op
Writing Skills
Speaking Skills –
Poem Recitation
A poem can be about
anything that you
want to express
yourself about. A
poem can tell a story,
A poem can be about
feelings. A poem can
describe a sandy
beach, leaves falling,
a person. A poem can
try to capture a
particular moment in
words.
5. when…
etc
Students recite own poems
to the rest of members.
This type of poem is
called ‘Free Verse’,
where it does not
really follow any
specific rules.
To make it more
challenging, students
can be asked to write
a poem describing
something. For
example:
Students describe a
place, a setting they
see all the time in
school.
My Teacher’s Desk
Books left for
marking
Pens crammed in a
pot, letters, cracked
mug of cold tea.
6 Word Wise Students are asked to
form groups of 4.
Group members are
preferably a combination of
students from different
forms so that they can learn
from each other, and bring
into discussions varieties in
terms of ideas.
Pictures should depict events
Newspapers
Magazines
Mahjong
papers
Glue
Scissors
Vocabulary building
Speaking Skills
Writing Skills
If teachers feel that
students are very
enthusiastic
about their work,
follow up activities
6. Teacher provides each
group with a picture of
an event.
Students are asked to
label the picture – word
or phrase levels.
Students display the
product
that will attract members
and in colour.
Teacher can encourage
students to come up with as
many words as possible by
making this activity as a
competition. Groups with
the most words/phrases win
the competition.
Members display their work
on the wall of activity room
and talk about it. Members
are encouraged to ask each
other about their work,
especially meanings of words
or phrases used to label the
pictures.
Later, work is displayed on
English Language Society
notice board to be shared
with the rest of school.
would be:
• teacher gets
students to
describe the
events in
pictures
orally
• teacher gets
students to
write an
account of
the event in
the picture.
7 Sing Along Title of the songs:
I Believe I can Fly
Lemon Tree
Seasons In the Sun
Students listen to the
Play the CDs containing the
chosen song
Listen to the songs once
Distribute the incomplete
CD player
CD
Speaker
Lyrics
First, teacher must
familiar with the
songs
Teacher prepares
incomplete lyrics
7. songs
Completing the lyrics
Singing the songs
together
lyrics, and students try to
complete while listening to
the songs again.
Students sing the songs refer
to the complete lyrics
Teacher and students sing
together happily
Teacher sings
together with the
students
8 Caption -
Dialogues
Group work
Distributing and
studying the pictures
Group discussion
Teacher divides the students
into few groups.
(2-4 students)
Teacher distributes pictures
from many sources:
Eg: pictures of landscape,
house deco, events and etcs
Students are asked to come
out with caption based on
the pictures given (length-
more than 50 words)
Paste the pictures on the
mahjung paper with the
captions.
Display and ask the other
groups to come out with
Pictures
Mahjung
papers
Marker pens
Dictionaries
Teacher chooses the
suitable pictures
based on the
students ability.
Teacher guides them
on how to come out
with the captions.
8. Questioning and
answering session
comments.
9 SCRAPBOOKS eacher divides the
students into few
groups.
(4-6 students)
Teacher gives the
topic:
– Literature
Components
-Favourite
Personalities
-Prepare newspapers or
magazines to the students.
- Divide the students into
groups as this will allow them
to work collaboratively and
co-operatively.
-Prepare the questions on
literature components and
favourite personalities eg.
ask the students to cut as
many pictures from the
materials provided that are
associated to literature
component that they have
learnt.
Then, ask them to paste on
A4 papers with their own
creativity to create
scrapbooks.
A4 papers
Newspapers
Magazines
Scissors
Glue
NIE Teachers can make it
as a competition to
motivate members to
come out with the
best scrapbook.
-The scrapbooks will
be displayed in the
room.
10 Doctor the news
items
Cut the
newspapers(articles,
reports etc)
Provide newspapers to the
students
Newspapers
Log books
Scissors
Dictionaries
Teacher explains to
the students on how
to choose the good
materials from
9. Detect parts of speech
from the text
List down all the words
and try to compose
their own sentences
from the words taken
Presentation
Students underline or
highlight the words that
instruct by the teacher
(nouns, verbs, adverbs,
adjectives, pronouns etc)
Teacher guides the students
on how to compose simple,
compound and complex
sentences
Students come out with their
masterpiece
newspapers.
Explain in details the
difference of articles
and reports.
The lengths of the
sentences depend on
the ability of the
students
11 Adjective Wall
Display
Students find an
adjective to describe
them.
Students share the
adjectives chosen with
the rest of the
members.
Students are asked to take 2
pieces of A4 coloured papers,
of 2 different colours.
Students are asked to choose
an adjective to describe
them. Using the 2 different
coloured papers, students to
creatively paste, draw or
write down the adjective
chosen.
Students introduce the
adjectives to the rest of the
members. Students say it out
loud, for example:
‘Friendly Azrin’.
Mahjong
papers
Coloured A4
papers
Coloured pens
Scissors
Glue
Dictionary
Vocabulary building
To make it more
challenging, students
choose the adjectives
that have the same
first letters as their
names:
For example:
‘Robust Raina’
10. Students display their
work.
Students also are asked to
find as much information
regarding the adjective
chosen, for example its
opposite meaning, correct
spelling (by writing down the
phonetic spelling), its word
association etc.
The adjectives then are
pasted on a mahjong paper
and displayed
The mahjong paper is then
displayed on English
Language Society notice
board to be shared with the
rest of school.
12 School Photo
Gallery
Students are asked to
bring a digital camera
during meeting.
Students are asked to
walk around school and
take a picture of their
favourite spot/area at
school.
Students can share the use of
digital camera. But, teacher
must stress the importance
of each individual student
has a picture of his/her own.
Students are advised to
identify a spot/an area that
they find of an interest,
different, and would trigger a
discussion (not so obvious):
for example, favourite tree,
Digital camera
Printer
A4 papers
- Writing Skills
If students do not
have a digital camera,
they can sketch
/draw the spot/area
that they choose, and
they describe the
sketch/drawing.
11. Students print the
picture taken and
describe the picture.
favourite bench to sit on, a
graffiti on the wall, favourite
corner in the library.
Students print their pictures
and print them on bigger size
to make pictures clearer.
Students can use facilities at
computer lab.
When describing the picture,
students are advised to start
with:
‘I took this picture because…’
Or
‘This picture is very special to
me because…’
13 One Act Play –
Famous Folklore:
Ulik Mayang,
Mahsuri, Hang
Jebat, Si
Tenggang, Si
Luncai, Pak Kadok
etc
Reading and analyse
the whole story
Pick up the favourite
chapters
Reading and analyse
the chapters
Go for the favourite
characters
Jot down the characters
and the scenes in the
Teacher divides the students
into few groups
(8-10 students)
Teacher guides the students
to browse internet on the
famous folklore / Teacher
provides the story books
with different title and asks
the students to read
Teacher guides the students
to pick up the best chapters
Students analyse the
Net books
Story books
Mahjung paper
Marker pen
Teacher reminds the
students to bring
their own net books
before the meeting
12. mahjung paper
Display
characters in the chapters
chosen.
Jot down in the mahjung
paper and display to others.
14 One Act Play –
Famous Folklore:
Ulik Mayang,
Mahsuri, Hang
Jebat, Si
Tenggang, Si
Luncai, Pak Kadok
etc
Students remained in
the same group
Students do script
writing
Use the materials from
previous meeting
Go for the characters and
scenes
Teacher guides students to
write a script for a short play
for their own group
Previous
materials
A4 papers for
script writing
Dictionaries
15 One Act Play –
Famous Folklore:
Ulik Mayang,
Mahsuri, Hang
Jebat, Si
Tenggang, Si
Luncai, Pak Kadok
etc
Students remained in
the same group
Students read the
script and memorise
their lines
Practise their play
actively
Discuss to choose
suitable costumes and
props for the play
Teacher helps the students
especially on language
accuracy
Teacher shows students how
to act
Script
16 One Act Play –
Famous Folklore:
Ulik Mayang,
Mahsuri, Hang
Jebat, Si
Students remained in
the same group
Each group take turns
to perform their play
Teacher motivates students
to act out their talents
Script
Costume
Props
Teacher can make it
as a competition
Teacher should
criticize the students’