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Formal Lesson Plan: Lesson Objectives / Learner Outcomes

This formal lesson plan outlines a lesson on giving and following directions for a Year 3 Malay class with 30 students. The objectives are for students to listen to and follow simple directions, and draw and complete a school plan based on verbal directions. The lesson involves introducing directions vocabulary, a role play game to practice giving directions, drawing a school plan based on teacher instructions, and playing a Simon Says game. The plan provides timing estimates and notes on interactions and materials used for each stage. Reflection notes assess satisfaction with meeting objectives and consider strengths, issues, and areas for improvement.

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Noraini Ibrahim
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0% found this document useful (0 votes)
80 views

Formal Lesson Plan: Lesson Objectives / Learner Outcomes

This formal lesson plan outlines a lesson on giving and following directions for a Year 3 Malay class with 30 students. The objectives are for students to listen to and follow simple directions, and draw and complete a school plan based on verbal directions. The lesson involves introducing directions vocabulary, a role play game to practice giving directions, drawing a school plan based on teacher instructions, and playing a Simon Says game. The plan provides timing estimates and notes on interactions and materials used for each stage. Reflection notes assess satisfaction with meeting objectives and consider strengths, issues, and areas for improvement.

Uploaded by

Noraini Ibrahim
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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FORMAL LESSON PLAN

Teacher: ________NORAINI BINTI IBRAHIM__________________________________ KECUBUNG_________________ -. -+)/&#+-elangor School: _________________________________________________ ___________________________ 10.(0 11.(0 T!"e #er!o$: ____________ to _____________ __________ &o-s . __________ /!rls0 State:

Class:

______3 0$ 12&3 $01( ate:

___________________________

N%"&er o' St%$e(ts !( Class: ___3)____________

* Gender &rea+$o,(:

1.1 Lesson objectives / learner outcomes: (What is the lesson focus? / What will the pupils learn? What will the evidence of student 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.$ 1.$

Lin%s to &ational 'urriculum:

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

)upils had learnt the name of places in school in previous lesson. 1.4 Language anal"sis (%e" language learning students need to understand? 6 7ive the direction in clear and correct pronunciation. 6 stress on listening and spea%ing s%ills.

focus :

35.: new language to be presented/ rec"cled or practiced. What do

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; real objects; photographs; etc. 6 Word cards ; wor%sheet and map.

1.<

*utline of lesson structure: (proposed timings; stages; interactions and materials T!"!(/ Sta/e a($ Proce$%re1Act!2!t!es I(teract!o(
SET IN UCTION 6 #eacher gives few instruction and as%s pupils to respond. 35ample : loo% left ; loo% right ; loo% down and touch the ground. =aise "our right hand touch the s%". =aise "our left hand touch "our friend nose. 6 #eacher relates the activities with the lesson the" going to learn.

O&ser2at!o( Notes

( minutes

T!"!(/
34 "!(%tes

Sta/e a($ Proce$%re1Act!2!t!es


PRESENTATION 6 #eacher e5plains how to give and follow directions to the pupils. 6 #eacher stresses on few direction phrases . 35ample : #urn left ; 7o straight ; Wal% along ; turn right ; stop at the junction .

I(teract!o(

O&ser2at!o( Notes

5) "!(%tes

PRACTICE 6 #eacher conducts a role pla" game on giving directions. 6 +s%s three students to hold cards which contains name of places. 35ample : #oilet 'anteen *ffice 6 #eacher call out one student to stand in front of the class. 6 +s%s the student to choose which places he/she wants to go . 6 #he other students will give directions to the student until he/she reaches the correct place.

5) "!(%tes

PRO UCTION 6 +s%s pupils to sit in pair . 6 #eacher distributes a school plan and as%s pupils to draw the lines based on the teacher>s instructions. 6 #eacher chec%s the answer with the students.

5 "!(%tes

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 teacher sa"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 meaningful communication. 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.
,

Consider: how will "ou personall" adapt lesson to different pupils; i.e. plan for Afast finishersB and varied paces and abilities in class.

58

MENTOR9S NOTES: *o( a 4:#o!(t scale0


/nstructions 35planations :other #ongue 2se Euestioning :odelling 7rading #6- #al% Fealing with 3rrors )raise C Deedbac% Listening C -pea%ing )ersonalisation/+dapted to )upils -taging )ace :eaningful /nteraction 'lass :anagement C F"namics :aterials C =esources O;ER;IE< KNO<LE GE USE PRESENTATIO N

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 overall 4 @ ver" satisfied

that the lesso(=====888


had clear learning objectives? met the learning objectives? was clearl" lin%ed to the curriculum objectives? matched the abilities of the pupils? was well/logicall" seGuenced and managed? was well6paced?

164

that I =====
created a positive learning environment? related lesson material to pupilsH needs and interests? communicated well with m" class? (instructions; e5planations; Guestions; elicitation; gestures; e"e contact; voice; moving around modelled and used 3nglish well? supported the verbal with the visual well? (gestures; e5pression; pictures; board wor%; etc. promoted listening and spea%ing s%ills?

164

had a variet" of interactions? was pupil centred? (the" were activel" involved had a variet" of activities to promote learning and maintain attention? had an appropriate balance of L1/L$?

promoted personalised/genuine use of the language presented? dealt with learning mista%es when appropriate? motivated the pupils well? (praise; feedbac%; encouragement; reinforcing positive learning behaviour 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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