Bad Fruit

Bad Fruit: A Shoppers' Nightmare
Level: Easy to Medium

This is an oral communication activity appropriate for EFL learners in elementary/primary
school. (It's optimal for grades 3-6). This game is designed for practicing "shopping" dialogues
and vocabulary.
Materials: "produce" and play money.
Object of Game: To accumulate as many products as possible.
Students are divided into clerks and shoppers.

The clerks set up "stands" to allow easy access for all shoppers (e.g. around the outsides
of the room with their backs to the wall).

The shoppers are given a set amount of money* (e.g. dollars, euros, pounds, etc.) and
begin at a stand where there is an open space.

Students shop, trying to accumulate as many items as possible (each item is 1 unit of
currency).

Periodically, the instructor will say "stop" (a bell or other device may be needed to attract
attention in some cultural and classroom contexts) and call out a name of one of the
products. Students with that product must then put ALL their products in a basket at the
front of the room. The remaining students continue shopping. Students who had to dump
their products must begin again from scratch (with fewer units of currency).

The student with the most products at the end wins.

Students then switch roles.
*It is recommended giving students as much money as possible since students who run out can
no longer participate.
Alternative play for more advanced students: Clerks set the price of items. Shoppers have the
option of negotiating the price. There are two winners in this version: The shopper who
accumulates the most products and the clerk who makes the most money.
Submitted by: Mike Yough

What's the Question?
Level: Any Level

Type of Activity: listening and speaking

Purpose: review question forms previously studied in class

Procedure:
Form two teams (three will work, but two seems to add just the right amount of competitive
tension).
Explain the game, with a few examples of answers in search of questions. Ask, 'What's the
question?', and get students to correctly say the corresponding questions for your answer.
Have two players--one from each team--come to the front. Style it like a game show if you like,
with the students standing side-by-side. If you have access to bells or buzzers, it's even more fun.
Next, read an answer to a question and say, 'What's the question?' The fastest player to respond
wins a point for her/his team. New contestants come to the front for a new round.
Rationale: This game forces the students to think backwards a little, so they must provide a
grammatically perfect question. All too often, they are used to answering rather than asking
questions, so this is challenging and useful as review.
Submitted by: Tim

Toilet Paper Icebreaker
Level: Any Level
This activity is used as a "getting to know you", icebreaker on the first day of class.
1. Teacher takes the toilet paper roll and takes several squares of toilet paper, then hands the
roll of toilet paper to a student. The teacher tells the student to take some, more than
three.
2. After everybody in the class has some paper, we count the squares we have, then we have
to tell that many things about ourselves, in English.
This activity works well with substitute teachers also.
The toilet paper is such an attention getter.
Submitted by: Linda LeBlanc

Chain Spelling (Shiri-tori)
The teacher gives a word and asks a student to spell it, and then a second student should say a
word beginning with the last letter of the word given. The game continues until someone makes
a mistake, that is, to pronounce the word incorrectly, misspell it or come up with a word that has
been said already, then he/she is out. The last one remaining in the game is the winner.
This game can be made difficult by limiting the words to a certain category, e.g.. food, tools, or
nouns, verbs, etc.
Submitted by: Huang Shufang

Bang Bang
Level: Easy
Divide the group into two teams. Explain that they are cowboys and they are involved in a duel.
One student from each team comes to the front. Get them to pretend to draw their pistols. Say
"how do you say..." and a word in their mother tongue. The first child to give the answer and
then "bang bang", pretending to shoot his opponent is the winner. He remains standing and the
other one sits down. I give 1 point for the right answer and 5 extra points if they manage to "kill"
4 opponents in a row.
Editor's Note: Instead of saying the word in the students' mother tongue, it would be possible to
use a picture or to say a definition ("What do you call the large gray animal with a long nose?")
Submitted by: Liz

Battle Ships - A Vocabulary Game
Preparation:
Divide the students in to groups of four or five. Then ask the student to make the name for their
ships for example with the names of animals, cities, movie stars or let them find their own
favourite names.
Ask them to choose the Captain and the Shooter. The captain's duty is to memorize his ship's
name, so he can reply if somebody call his ship's name. The shooter's duty is to memorize the
names of the ships of 'their enemies', so he can shoot them by calling their ship's name.
Activity:
Arrange all the captains in a circle, the ships' crews must line up behind their captains. The
shooter is the last crew member in line.
The teacher must decide a lexical area of vocabulary, this vocabulary will be used to defend their
ships from the attacks. Every students (except the shooters) must find their own words. The
lexical area for example, "Four Legged Animals". Give the students 1-2 minutes to find as many
possible words as they can and memorize them.
Start the game by calling a ship's name, for example the ship name is "THE CALIFORNIAN".
The captain of THE CALIFORNIAN must reply with a word from the lexical area given, for
example he says "TIGER" followed by his crews behind him one by one, "COW"; "SHEEP"
until it is the shooter turns and he calls out the name of another ship and the captain of the ship
called must reply and his crews must do the same thing. No word can be repeated.
If the captain is late to reply (more than 2 seconds) or his crew can not say the words or a word
repeated or the shooter shoots the wrong ship (his own ship or the ship that has already been
sunk) the ship is sunk, and the crew members can join the crew of another ship.
The teacher can change the lexical area for the next round.
In the last round there will be two big groups battling to be the winner.
Submitted by: Agung Listyawan

Describing Appearances & Characteristics of People
Level: Easy to Medium (Low to low intermediate)
Each student is then give one sheet of paper. One student sits at the front of a room. He/she
describes a person and the rest of the class draws the person being described.
It is more interesting if the person being described is known by everyone. Once the student has
finished describing that person then he/she reveals who it is and each student shows his/her
drawing. The laughter from this is hilarious as the impressions tend to make the character in
question look funny.
It is a good idea to encourage students to ask the interviewee student questions about who they
are describing.
Submitted by: Darrell

Sentence Race
Level: Any Level
A good game for large classes and for reviewing vocabulary lessons.
1. Prepare a list of review vocabulary words.
2. Write each word on two small pieces of paper. That means writing the word twice, once
on each paper.
3. Organize the pieces like bundles, 2 bundles, 2 sets of identical words.
4. Divide the class into 2 teams. get them to make creative team names.
5. Distribute each list of words to both teams. every student on each team should have a
paper. Both teams have the same words.
6. When you call a word, 2 students should stand up, one from each team. The students
must then run to the blackboard and race to write a sentence using their word.
The winner is the one with a correct and clearly written sentence.
This is always a hit with kids. For more advanced students, use tougher words.
Submitted by: Thomas D. J-B

Paper Airplane Game
Level: Any Level
Draw a target (with points - like a dart board) on the white board or use a cardboard box in the
middle of the room. Then, students make paper airplanes and launch them after they answer your
question in the form of a sentence. I don't except my beginners/low intermediate students to form
complete sentence so I help them to form correct sentences. To my surprise they will repeat the
sentence several times (while I'm helping them) just so they can throw their airplane. For
beginner and low intermediate classes, I recommend formulating questions that lead to 1 or 2
types of answers. This allows for better memorization. For example, use CAN/WILL questions
and write the beginning part of the answer on the board "I can/will...". I recommend giving a
prize to make the target points mean something, thus peaking their interest.
Submitted by: Ell Saunders

Pictionary (Game 1) - revamp - Charades (Game 2)
Level: Any Level
Write out series of categories like professions (doctor, bus driver, etc.), animals, foods, actions
(fishing, haircut, etc.) then divide the class into groups of 2. One student draws and the other
guesses. Next turn, the guesser draws and drawer guesses. This game works best with the
arbitrary stop watch (30 seconds). This is designed for one lesson.
Then for another day take the same categories (or create new ones) and play the same game
except students, this time, act it out (no speaking or noises).

Spelling Contest
Level: Any Level
First, if you have a large class you have to divide it in 2 teams. then the teacher says a word or a
sentence depending on the level for the students to spell. Students should spell these correctly
with not even one mistake. The team that has more points is the winner
Submitted by: Revolle Soyer

What's the Meaning?
Level: Medium to Difficult
You, the teacher, may need a dictionary do this activity.
Choose a word which is long, difficult, and unknown to the students, a good word to
begin with is: warmonger.
Without using a dictionary, your students write down a definition. (They can work out the
definition in groups of three). Allow them a few minutes to think and write.
Collect the definitions and read them aloud.
When you have finished reading, they will have to vote which of those is the correct one.
(It doesn't matter if none of them is the correct one)
After they have voted and none of the groups guessed the meaning you read the correct
one aloud.
Bad Fruit: A Shoppers' Nightmare
This is an oral communication activity appropriate for EFL learners in elementary/primary
school. (It's optimal for grades 3-6). This game is designed for practicing "shopping" dialogues
and vocabulary.
Materials: "produce" and play money.
Object of Game: To accumulate as many products as possible.
Students are divided into clerks and shoppers.

The clerks set up "stands" to allow easy access for all shoppers (e.g. around the outsides
of the room with their backs to the wall).

The shoppers are given a set amount of money* (e.g. dollars, euros, pounds, etc.) and
begin at a stand where there is an open space.

Students shop, trying to accumulate as many items as possible (each item is 1 unit of
currency).

Periodically, the instructor will say "stop" (a bell or other device may be needed to attract
attention in some cultural and classroom contexts) and call out a name of one of the
products. Students with that product must then put ALL their products in a basket at the
front of the room. The remaining students continue shopping. Students who had to dump
their products must begin again from scratch (with fewer units of currency).

The student with the most products at the end wins.

Students then switch roles.
*It is recommended giving students as much money as possible since students who run out can
no longer participate.
Alternative play for more advanced students: Clerks set the price of items. Shoppers have the
option of negotiating the price. There are two winners in this version: The shopper who
accumulates the most products and the clerk who makes the most money.
Submitted by: Mike Yough

What's the Question?
Level: Any Level

Type of Activity: listening and speaking

Purpose: review question forms previously studied in class

Procedure:
Form two teams (three will work, but two seems to add just the right amount of competitive
tension).
Explain the game, with a few examples of answers in search of questions. Ask, 'What's the
question?', and get students to correctly say the corresponding questions for your answer.
Have two players--one from each team--come to the front. Style it like a game show if you like,
with the students standing side-by-side. If you have access to bells or buzzers, it's even more fun.
Next, read an answer to a question and say, 'What's the question?' The fastest player to respond
wins a point for her/his team. New contestants come to the front for a new round.
Rationale: This game forces the students to think backwards a little, so they must provide a
grammatically perfect question. All too often, they are used to answering rather than asking
questions, so this is challenging and useful as review.
Submitted by: Tim

Toilet Paper Icebreaker
Level: Any Level
This activity is used as a "getting to know you", icebreaker on the first day of class.
1. Teacher takes the toilet paper roll and takes several squares of toilet paper, then hands the
roll of toilet paper to a student. The teacher tells the student to take some, more than
three.
2. After everybody in the class has some paper, we count the squares we have, then we have
to tell that many things about ourselves, in English.
This activity works well with substitute teachers also.
The toilet paper is such an attention getter.
Submitted by: Linda LeBlanc

Chain Spelling (Shiri-tori)
The teacher gives a word and asks a student to spell it, and then a second student should say a
word beginning with the last letter of the word given. The game continues until someone makes
a mistake, that is, to pronounce the word incorrectly, misspell it or come up with a word that has
been said already, then he/she is out. The last one remaining in the game is the winner.
This game can be made difficult by limiting the words to a certain category, e.g.. food, tools, or
nouns, verbs, etc.
Submitted by: Huang Shufang

Bang Bang
Level: Easy
Divide the group into two teams. Explain that they are cowboys and they are involved in a duel.
One student from each team comes to the front. Get them to pretend to draw their pistols. Say
"how do you say..." and a word in their mother tongue. The first child to give the answer and
then "bang bang", pretending to shoot his opponent is the winner. He remains standing and the
other one sits down. I give 1 point for the right answer and 5 extra points if they manage to "kill"
4 opponents in a row.
Editor's Note: Instead of saying the word in the students' mother tongue, it would be possible to
use a picture or to say a definition ("What do you call the large gray animal with a long nose?")
Submitted by: Liz

Battle Ships - A Vocabulary Game
Preparation:
Divide the students in to groups of four or five. Then ask the student to make the name for their
ships for example with the names of animals, cities, movie stars or let them find their own
favourite names.
Ask them to choose the Captain and the Shooter. The captain's duty is to memorize his ship's
name, so he can reply if somebody call his ship's name. The shooter's duty is to memorize the
names of the ships of 'their enemies', so he can shoot them by calling their ship's name.
Activity:
Arrange all the captains in a circle, the ships' crews must line up behind their captains. The
shooter is the last crew member in line.
The teacher must decide a lexical area of vocabulary, this vocabulary will be used to defend their
ships from the attacks. Every students (except the shooters) must find their own words. The
lexical area for example, "Four Legged Animals". Give the students 1-2 minutes to find as many
possible words as they can and memorize them.
Start the game by calling a ship's name, for example the ship name is "THE CALIFORNIAN".
The captain of THE CALIFORNIAN must reply with a word from the lexical area given, for
example he says "TIGER" followed by his crews behind him one by one, "COW"; "SHEEP"
until it is the shooter turns and he calls out the name of another ship and the captain of the ship
called must reply and his crews must do the same thing. No word can be repeated.
If the captain is late to reply (more than 2 seconds) or his crew can not say the words or a word
repeated or the shooter shoots the wrong ship (his own ship or the ship that has already been
sunk) the ship is sunk, and the crew members can join the crew of another ship.
The teacher can change the lexical area for the next round.
In the last round there will be two big groups battling to be the winner.
Submitted by: Agung Listyawan

Describing Appearances & Characteristics of People
Level: Easy to Medium (Low to low intermediate)
Each student is then give one sheet of paper. One student sits at the front of a room. He/she
describes a person and the rest of the class draws the person being described.
It is more interesting if the person being described is known by everyone. Once the student has
finished describing that person then he/she reveals who it is and each student shows his/her
drawing. The laughter from this is hilarious as the impressions tend to make the character in
question look funny.
It is a good idea to encourage students to ask the interviewee student questions about who they
are describing.
Submitted by: Darrell

Sentence Race
Level: Any Level
A good game for large classes and for reviewing vocabulary lessons.
1. Prepare a list of review vocabulary words.
2. Write each word on two small pieces of paper. That means writing the word twice, once
on each paper.
3. Organize the pieces like bundles, 2 bundles, 2 sets of identical words.
4. Divide the class into 2 teams. get them to make creative team names.
5. Distribute each list of words to both teams. every student on each team should have a
paper. Both teams have the same words.
6. When you call a word, 2 students should stand up, one from each team. The students
must then run to the blackboard and race to write a sentence using their word.
The winner is the one with a correct and clearly written sentence.
This is always a hit with kids. For more advanced students, use tougher words.
Submitted by: Thomas D. J-B

Paper Airplane Game
Level: Any Level
Draw a target (with points - like a dart board) on the white board or use a cardboard box in the
middle of the room. Then, students make paper airplanes and launch them after they answer your
question in the form of a sentence. I don't except my beginners/low intermediate students to form
complete sentence so I help them to form correct sentences. To my surprise they will repeat the
sentence several times (while I'm helping them) just so they can throw their airplane. For
beginner and low intermediate classes, I recommend formulating questions that lead to 1 or 2
types of answers. This allows for better memorization. For example, use CAN/WILL questions
and write the beginning part of the answer on the board "I can/will...". I recommend giving a
prize to make the target points mean something, thus peaking their interest.

Pictionary (Game 1) - revamp - Charades (Game 2)
Level: Any Level
Write out series of categories like professions (doctor, bus driver, etc.), animals, foods, actions
(fishing, haircut, etc.) then divide the class into groups of 2. One student draws and the other
guesses. Next turn, the guesser draws and drawer guesses. This game works best with the
arbitrary stop watch (30 seconds). This is designed for one lesson.
Then for another day take the same categories (or create new ones) and play the same game
except students, this time, act it out (no speaking or noises).

Spelling Contest
Level: Any Level
First, if you have a large class you have to divide it in 2 teams. then the teacher says a word or a
sentence depending on the level for the students to spell. Students should spell these correctly
with not even one mistake. The team that has more points is the winner
Submitted by: Revolle Soyer

What's the Meaning?
Level: Medium to Difficult
You, the teacher, may need a dictionary do this activity.
Choose a word which is long, difficult, and unknown to the students, a good word to
begin with is: warmonger.
Without using a dictionary, your students write down a definition. (They can work out the
definition in groups of three). Allow them a few minutes to think and write.
Collect the definitions and read them aloud.
When you have finished reading, they will have to vote which of those is the correct one.
(It doesn't matter if none of them is the correct one)
After they have voted and none of the groups guessed the meaning you read the correct
one aloud.
Second conditional
Make enough copies for one per student. Ask students to complete the questions using the verbs in the
box at the bottom of the page. Put students into pairs to take turns to ask and answer the questions.

My Perfect Weekend
Choose the correct verb from the box to complete the gaps, then talk with your partner
to complete the table.

What would your perfect
weekend be like?
Your answers Your partners answers
1 Where would you ____________ ?

2 How would you travel?

3
Would you ____________ a
companion?

4 Where would you stay?

5
What essential item would you
take with you?

6
Would you take any books or
magazines to ____________?

7
What would you have to eat and
____________?

8
Who would ____________ your
least welcome guest?

9
What luxury would you like to
take?

10
What three things would you most
like to ____________?

do take be drink go read
I wish
Give each student a copy of the worksheet. Ask the students to write something in as many of the
boxes as they can. Put students into groups of three or four to discuss their answers and to try to
find any answers in common.

Finish the sentences so that they are true for you. Then talk about your answer with
your group to find out if you have any of the same wishes.

I really wish I could...

(Write about a talent you havent got.)

(Write about a place youd like to visit but cant afford.)

(Write about something youd like to buy that costs too much)
Right now I wish...

(Write about a place you would like to be in at the moment)
At this precise moment I wish...

(Write about what you would like to be doing at the moment)
I wish people would...

(Write about a change in people you would like to see)
I wish my partner/neighbour would...

(Write about an annoying habit youd like to change)
I wish my teacher wouldnt...

(Write about something youd like your teacher to stop
doing)
When I was a teenager I wish...

(Write about something you regret having done)
When I was at school I wish...

(Write about something you regret not having done.)
Gerunds and infinitives
Put students into groups of four or five. Give them a card and allow few minutes to decide whether
they are going to lie or tell the truth. Students then take it in turns to tell their stories for the rest of
their group to guess if they are telling the truth.

1

2

Talk about something you forgot to do
last week, which caused some problems.

Talk about something you remember
doing when you were at school when you
got into trouble. (Were you punished for
it?)

3

Talk about some activity which you tried
doing to see if you liked it. (Did you give it
up or do you still do it?)

4

Talk about a difficult thing you tried to do
(but didnt manage to do it because it was
too hard.)

5

Talk about a time when you were walking
/ driving and you stopped to do
something else (to help someone or
because you saw something really
interesting etc)
6

Talk about a bad habit you stopped doing.
(How long had you been doing it? Was it
difficult stopping?)
7

Talk about something you hope to do
next summer. (Give lots of details about
your plans)
8

Talk about something you really regret
saying to someone. (What did you say?
What happened?)

9 10

Talk about some activity you used to do a
few years ago. (Why did you stop?)

Talk about some habit which may seem
strange to other people but which you are
used to doing.

Making comparisons
Put students into pairs or small groups. Give each pair a set of cards face down. Students take it in
turns to make comparative statements about the items on their cards. Encourage groups to discuss
the topics together, agreeing and disagreeing, rather than just making short statements.

emails
letters

cats
dogs

jazz
pop music

cars
bikes

spring
autumn

holidays by the sea
holidays in the city

being a student
working

football
basketball

living in the city
living in the country

watching TV
reading a book

your language
English

taking a plane
taking a train

fast food
eating in restaurants

baths
showers

tea
coffee

New York
London

large supermarkets
small shops

bread
rice

cinema
theatre

public transport
your own car

writing text messages
making phone calls

Dont say the word! 2 (Intermediate)
Copy and cut up one set of cards. Divide the class into two teams. Bring one member of the first
team to the front of the class. They have to try to define the word in capitals at the top of the card
without using any of the words written on the card. Dont allow translation or hand gestures. Allow a
minute for the first student, then bring a students from the second team to the front. Continue until
you run out of cards, then get the teams to make their own cards for a second round of the game,
using recently learned words.

SKIN
cover
body
protection
ENCYCLOPAEDIA
book
information
reference
PARTY
celebrate
birthday
champagne
ROMAN
civilisation
ancient
Rome
COMEDY
funny
laugh
joke
ARMY
military
uniform
soldier
BODYGUARD
protect
famous
strong
MOUSE
computer
cat
animal
SOFA
sit
furniture
sitting room
PARENT
mother
father
family
CLEAN
dirty
wash
shower
ISLAND
sea
Sicily
land
COFFEE
drink
expresso
BICYCLE
wheel
ride
FLY
bird
airplane
cup transport wings
BABY
child
cry
infant
KEY
lock
door
open
SHOULDER
body
arm
neck
True or false?
Organise the class into two teams. A member of Team A takes a card, and secretly writes T or F on
that card. If T, then the student gives a true account; if F, a made up one. Team B guess if the story
is true or false. If they are wrong, Team A get a point. Then a member of Team B takes a card, and
so on. If the class is too big for everybody to have a turn at speaking, perhaps divide it up into two or
more sub-groups.

Tell the class what you did
yesterday evening.

Tell the class how you spent your last summer
holiday.

Tell the class about an accident you
had.

Tell the class about your great-grandfather.

Tell the class about a memorable
journey you made.

Tell the class about something strange that
happened to you.

Tell the class about a famous person
you met.

Tell the class about your first school.

Tell the class about your apartment.

Tell the class about a public performance you
did.

Tell the class about a time when you
spoke English on the phone.

Tell the class about your ambitions for the
future.
Day/Date Wednesday/12.10.2011
Class/Time 5K8 (8.15 9.25) & 5K3 (9.45 -10.55)
Theme Revision
Topic Information Transfer
Learning Outcome(s)
2.0 Language for Informational Purposes
c. Reading materials in print such as reports and articles
Specific Objective(s)
By the end of the lesson, students should be able to:
- locate information and answer the questions given.
Activities
1. Teacher presents the topic of the lesson.
2. Students are asked to read the advertisement in the
book.
3. Teacher carries out a class discussion pertaining to
the advertisement.
4. Students complete the tasks given during class
discussion.
Teaching Aid(s) Handouts
Moral Value(s) Caring
Pedagogical Strategy Learning how to learn
CCTS Thinking skills
Reflection Students were able to answer all the questions.
Day/Date Tuesday /09.07.2013
Class/Time
5K5 (08.15 09.25)
5K8 (10.55 11.30)
Theme LITERATURE
Topic The Curse - Short Quiz
Learning
Outcome(s)
2.0 Language for
Informational Purposes
(c). Reading materials in print
such as reports and articles
and
using other electronic media
such as the internet.
Specific
Objective(s)
By the end of the lesson,
students should be able to:
i. answer the questions in the
handout given.
Activities
1. Teacher gives instructions
to the students.
2. Students answer the
questions given.
3. Teacher carries out a class
discussion.
4. Students copy down the
correct answers.
Teaching
Aid(s)
Novel The Curse, handouts
Moral
Value(s)
Hardworking
Pedagogical
Strategy
Multiple Intelligences
CCTS Analyzing Information
Reflection
Most of the students were
able to answer the questions
given satisfactorily.
Class/Time 5K5 (11.25 11.55)
Theme People and Culture
Topic NILAM
Learning Outcome(s)
2.2 Process information
by:
(b). extracting main
ideas and details.
By the end of the
lesson, students should
be able to:
- read and understand
what they have read.
Activities
1. Students choose their
own reading materials
and read.
2. Students fill their
NILAM form.
3. Students are asked
to write synopsis of the
book.
Teaching Aid(s)
Reading
materials/Story books
Moral Value(s) Understanding
Pedagogical Strategy Multiple Intelligence
CCTS Analyze information
Reflection
The objective of the
lesson has been
achieved.

Day/Date Thursday/11.07.2013
Class/Time
5K8 (07.05 - 08.05)
5K8 (10.55 - 11.55)
Theme People and Culture
Topic Descriptive Essay on a Person
Learning
Outcome(s)
2.3 Present information to the different audiences by:
a. writing descriptions
Specific
Objective(s)
read and write the model essay given.
Activities
2. Students are given the key points to write the essay.
3. Teacher carries out a class discussion pertaining to the
key points.
4. Students copy down the model essay given.
Teaching Aid(s) Reference book
Pedagogical
Strategy
Thinking skill
Reflection
The students needed the teacher to guide them to write the
essay.
Class/Time
5K8 (07.05 - 08.15)
5K8 (11.30 - 12.40)
Theme Social Issues
Topic Descriptive Essay on a Person
Learning
Outcome(s)
a. writing descriptions
Specific
Objective(s)
By the end of the lesson, students should be able to:-
Write descriptive essay on a person
Activities
1. Teacher elicits responses from students orally.
2. Students are given the key points to write the essay.
3. Teacher carries out a class discussion pertaining to the
key points.
4. Students write an essay based on the topic given by
the teacher.
Pedagogical
Strategy
Multiple intelligence
CCTS Learning how to learn
Reflection
Students were able to do the task with the guidance from the
teacher.
Class/Time 5K5 (08.15 09.25)
5K8 (10.55 11.30)
Theme Social Issues
Topic Summary Writing.
Learning Outcome(s) 2.0 Language for Informational Purposes.
2.3 Present information to different audiences by:
g. Summarizing information.

By the end of the lesson, students should be able to;
- Read and understand the passage.
- Identify guidelines on how to choose the right course of
study.
- Name the aspects to look into when seeking for course
information.
- Write a summary.
Activities 1. Teacher asks students to read and understand the passage.
2. Students read silently.
3. Teacher asks students to underline main points in the passage.
4. Students write a summary.
Teaching Aid(s) Printed worksheets
Pedagogical Strategy Thinking skills
CCTS Examining information
Reflection Students were able to do the task with guidance from the
teacher.

Class/Time 5K5 (12.05 12.40)
Theme Literature Component
Topic The Curse
Learning Outcome(s) 3.0 Language For Aesthetic Use.
3.1 Listen to, read and respond to literary works by:
(b). recognizing elements in the story such as characters and setting.

i. Identify a few characters in the novel.
ii. Know the story line in the novel by arranging the events given in a correct
order.
Activities 1. Teacher presents the topic of the lesson.
2. Teacher elicits responses from students.
3. Students copy the notes on the blackboard.
4. Students answer the questions given.
5. Class discussion.
Teaching Aid(s) Novel The Curse
CCTS Examining information
Reflection Students were able to do the task.
ESSON PLAN FOR ENGLISH (Week 45)
Day/Date Monday/05.11.2012
Class/Time 4K5 (12.05 12.40)
Theme General
Learning
Outcome(s)
2.1 Obtain information for different purposes by:
Specific
Objective(s)
By the end of the lesson, students are able to:
i. complete the table with the information from the advertisement.
ii. answer the questions given.
Activities
2. Students read the advertisement in the handouts given.
3. Teacher carries out a class discussion pertaining to the advertisement.
4. Students complete the tasks given.
Teaching
Aid(s)
Handouts
Pedagogical
Strategy
Thinking skills
CCTS Learning How to Learn
Reflection
Majority of the students were able to locate the information to answer the questions
given.
Class/Time 4K5 (12.05 12.40)
Theme General
Topic Grammar
Learning
Outcome(s)
2.3 Present information to different
audiences by :-
i. using appropriate grammar
Specific
Objective(s)
By the end of the lesson, students should be
able to : -
i. complete the rational cloze using suitable
word.
Activities
i. Teacher asks oral questions.
ii. Teacher distributes handouts.
iii. Students are asked to complete the
exercises in their book.
iv. Class discussion.
Teaching
Aid(s)
Reference book
Pedagogical
Strategy
Thinking skills
Reflection The objective of the lesson has been achieved.
Class/Time
4K5 (10.20 11.30)
4K6 (12.05 12.40)
Theme -
Topic Correction - ENGLISH PAPER 2
Learning Outcome(s)
1.0 Language For Interpersonal Use
1.2 Take part in social interaction by:
b. discussing plans and arrangements, solving
problems and making decisions.
By the end of the lesson, students should be able
to:
- understand and write the correct answer.
Activities
1. Teacher returns the test paper to students.
2. Teacher carries out a class discussion.
3. Teacher writes the correct answer on the board.
4. Students do correction on their test papers.
Teaching Aid(s) Test paper
Moral Value(s) Diversity
CCTS Analyzing Information
Reflection The objective of the lesson has been achieved.
Class/Time 4K6 (08.15 09.25)
Theme General
Topic Grammar
Learning Outcome(s)
2.3 Present information to
different audiences by :-
i. using appropriate grammar
By the end of the lesson,
students should be able to : -
i. complete the rational cloze
using suitable word.
Activities
i. Teacher asks oral questions.
ii. Teacher distributes handouts.
iii. Students are asked to
complete the exercises in their
book.
iv. Class discussion.
Reflection
The objective of the lesson has
been achieved.
Theme HEALTHY LIVING
Topic Reading Comprehension Theme Health
Learning Outcome(s)
2.2 Process information by:
a. Skimming & scanning for specific information
and ideas
By the end of the lesson, students should be able
to:
- locate information from the passage learnt.
Activities
2. Teacher gives instructions to students.
3. Students are asked to complete the
exercises given.
4. Teacher elicits responses from students
on the questions given.
Teaching Aid(s) Textbook
CCTS Multiple Intelligence
Reflection Students were able to do the task correctly.
lass/Time 4K6 (08.15 09.25)
Theme Revision
Topic Summary Writing
Learning Outcome(s)
g. summarizing information.
- write a summary.
Activities
1. Teacher gives instructions to students.
2. Teacher explains the task to students.
3. Students skimming and scanning for main ideas and write
a summary.
Moral Value(s) Responsibility
CCTS Thinking skills
Reflection
30/37 students could identify main details and used them in the
summary.
heme SCIENCE AND TECHNOLOGY
Topic Prepositions of direction & Prepositions of purpose
Learning Outcome(s)
1.1 Make friends and keep friendships by:
a. taking part in conversations and discussions.
By the end of the lesson, students should be able to: - complete the
paragraph using the suitable prepositions.
Activities
2. Students read sentences from the book.
3. Teacher discusses the picture with students.
4. Students are asked to identify the prepositions used in the
sentences.
5. Students complete the paragraph using suitable prepositions.
Teaching Aid(s) Reference, Literary Text
Moral Value(s) Responsibility
CCTS Multiple Intelligence
Reflection The students were able to do the task.
lass/Time 4K5 (12.05 12.40)
Theme ENVIRONMENT
Learning Outcome(s)
2.1 Obtain information for different purposes by:
i. complete the table with the information from the advertisement.
ii. answer the questions.
Activities
2. Students are asked to read the advertisement in the book.
3. Teacher carries out a class discussion pertaining to the advertisement.
5. Students complete the tasks given during class discussion.
Teaching Aid(s) Reference
CCTS Learning how to learn
Reflection
The lesson had been carried out successfully. The students were able to answer at
least 8 out of 10 questions correctly.
Theme LITERATURE
Topic THE FRUITCAKE SPECIAL
Learning
Outcome(s)
3.1 Listen to, read, view and respond to literary works by
b. recognizing elements in a story such as characters.
By the end of the lesson, students should be able to: - read the picture strips and
identify the characters.
Activities
2. Teacher gives out the picture strips.
3. Teacher elicits responses from students.
4. Students are asked to discuss the lessons learnt from the characters.
5. Students attempt the exercises in the worksheet given.
6. Class discussion. Students review their work.
Pedagogical
Strategy
Thinking Skills
Reflection
Students were able to follow this lesson satisfactorily. Most of them were able to
answer at least 3 out of 5 questions given correctly.
PLANNING speaking
TOPIC/ THEME : CHAPTER 7 SAY YES TO HEALTHY LIVING, SAY NO TO ADDICTION
1 | THEME | PEOPLE AND SOCIAL ISSUES |
2 | TOPIC | SAY YES TO HEALTHY LIVING, SAY NO TO ADDICTION |
3 | Learning outcomes | 1.0 Language for the interpersonal use1.1 make friends and make
friendships by c. talking about feelings and personal experiences. Level 1 : talk about oneself to
others, sharing information about each other that is of interest to both
parties |
4 | Time | 80 minutes |
5 | Class | Intermediate proficiency students |
6 | Resources | Textbook |
7 | Activity | Speaking- Role Play |
8 | Procedures | Presentation1. T. posts several questions related to their... [continues]
I am sure your students will enjoy this lesson as this short story itself is interesting! But, do not
forget to guide your students when browsing this site in order to ensure they are doing the right
activity.

I am sure your students will enjoy this lesson as this short story itself is interesting! But, do not
forget to guide your students when browsing this site in order to ensure they are doing the right
activity.

TOPIC/THEME:

Social Issue Unit 3 : Reaching Out ( Form 4)

Learning Outcomes
2.2 Process information by
a) skimming and scanning for specific information and ideas
b) extracting main ideas and details
g) identifying different points of view

Time
7.40-9.00 am

Class

4 B

Resources
1. Reading Text
2. Graphic Organisers
3. Worksheets

Procedures

A. Pre-reading
B. While reading
C. Post reading
A. Set induction

Ask students how they treat their grandparents.
1. How old are your grandparents?
2. How do you feel about having your grandparents with you at home?
3. How do you cope with your problem?
4. How old are you now?
5. Where would you stay when you get old?/ Who will you be staying with?
6. How do you think your grandchildren would feel about you?

B. Pre-reading

1. Divide students into groups of five.
2. Distribute the word-in-context organizer (GO1).
3. Display difficult words extracted from the passage.
4. Assign a word to each group.
5. Ask them to complete the graphic organizer based on their knowledge.
6. Students present their findings.
7. Teacher gives comments after each presentation. (Different group presents different word)

C. While reading

1. Distribute Context-Content-Experience Organizer (GO2) with a strong line and also the
reading text.
2. Instruct students to read and understand the passage.
3. Students are asked to come up with their own definition and reason for the definition based
on their understanding of the text.
4. Students also have to identify the supporting details.

D. Post Reading

Worksheet A
1. Distribute Worksheet A : Word Replacement Exercise. Students are asked to replace the
underlined words in the given sentences with the words that they have learnt. (Sentences in
different context)
2. Discussion of the answers.

Worksheet B
3. Teacher distributes Worksheet A. Sentence Completion Exercise. Students have to complete
the sentences using the words.
4. Discussion of the answers.

Personal Connection
5. Students are asked to refer to GO2 and relate the strong line with their own experience.

E. Closure
Teacher discusses the values learnt.
USM: MY MEMOIR AND BULLETIN.
Home
About Me
Contoh Pengalaman Kerohanian Ahli Sufi
HIKAYAT PANGLIMA AGUNG: Bab 4 Dari Johor ke Jambi
HIKAYAT PANGLIMA AGUNG: Bab 6 Daeng Ratna Sari
HIKAYAT PANGLIMA AGUNG: Bab 2 Kembali ke Kuala Kedah
HIKAYAT PANGLIMA AGUNG: Bab 3 Mencari Chendana
HIKAYAT PANGLIMA AGUNG:Bab 1- Perang Kuala Kedah(1641Masehi)
Imam As-Syafie
ISLAM IS PROVEN TRUE: PROF.YOSHIHIDE
My Best Virtue: Bravery
My Journal: The day my mother died.
SEJARAH ARUNG PALAKKA
HIKAYAT PANGLIMA AGUNG: Bab 5 Sayembara di Tanah Jawa
HIKAYAT PANGLIMA AGUNG: Bab 7 Berangkat ke Tanah Suci
10 TANDA-TANDA HATI KITA MATI
10 Perkara Membatalkan Islam
ENGLISH LESSON PLAN
Posted on 01/04/2010 by Ismail Omar
Level: Form 4(urban)
Proficiency: High
No. of students: 40 (20 boys,20 girls)
Duration : 40 minutes
Date : 2
nd
of April 2010
General Objective: To expose students to different characters of people.
Specific Objectives:
1. Students will be able to list adjectives that describe the characters in the novel.
2. Students will be able to express their feelings towards the characters in the novel.
Teaching Aids: 1. CD player and TV
2. CD on Wise Guy (A TV Series)
3. Overhead Projector(OHP)
4. Novel:Wuthering Heights
SET INDUCTION: (10 minutes)
Teacher presents a segment of Wise Guy on TV using the CD player.
Students focus their attention on the video clip,paying special attention to the characters
involved in the story.Teacher asks questions related to the story using What,Who,Where,etc.
DEVELOPMENT STAGE: (20 minutes)
1. Students are given a few excerpts from the novel Wulthering Height. Students discuss in
groups of FIVE the appropriate adjectives to describe the characters in the excerpts. Each
group will be given excerpts based on different characters.
2. Students representatives from each group present their groups vies in describing the
characters. Teacher shows a list of adjectives to describe the characters on the OHP.
Teacher discusses and compares the adjectives that describe the characters in the novel.
3. Students discuss in their respective groups how they feel towards the characters. A different
representative presents each groups views.
CONSOLIDATION: (5 minutes)
Students write a letter to the characters stating how they feel towards the characters
individually. The letter should not be more than 100 words. Students are asked to use the
adjectives discussed earlier.
The characters are: Heathcliff,Catherine Earnshaw,Edgar Linton,Catherine Heathcliff,Nelly.
FOLLOW-UP AND CLOSURE: (5 minutes)
Students exchange their letters with members of other groups. They are supposed to respond to
the letters,taking the roles of the characters and explaining/justifying their behavior.
Written by: Ismail bin Omar
Lesson Plan 2 Form 4
Subject : English Language
Class : 4 Teknikal
Time : 9.00-10.20 a.m
Theme : Social Issues/People
Topic : Azurah"s Diary
Objectives: Student should be able to:
i.read extracts from a diary
ii.scan a text for details

Activities:
i.read aloud a text
ii.pronuciation drills
iii.respond to questions orally
iv.answer a set of comprehension questions
v.confirm answers

Bad Fruit

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Bad Fruit

Transféré par

Droits d'auteur :

Formats disponibles

Bad Fruit: A Shoppers' Nightmare

Level: Easy to Medium

Vous aimerez peut-être aussi