LESSON PLAN FOR THE TEACHING OF ENGLISH (GRAMMAR) FOR FORM 1

STUDENTS IN MALAYSIAN SECONDARY SCHOOLS

Date

: 8th December 2010

Time / Duration

: 1 hour 20 minutes

Class

: Form 1 Bestari

Language Proficiency

: Intermediate

Number of Students

: 30/30

Subject

: English Language

Background Knowledge

: Students have already learned on punctuation (?)

Grammar Focus

: WH-Questions (Interrogative Pronouns) {who, what,

which, whose}

Learning Outcomes

: By the end of Form 1, students should be able to:

Learning Objectives

: At the end of the lesson, students should be able to:

Educational Emphasis

: Multiple Intelligence (Logical/Mathematical), Thinking

Skills, Knowledge Acquisition, ICT Skills and Values &
Citizenship

Values

: Expressing appreciation towards a fathers love and

cooperation among students when doing pair and group
work.

Teaching Aids

: LCD projector, notebook, Slideshow presentation,

worksheet

Resource/Reference

: 1. Lower Secondary PMR English: Complete Guide

for Lower Secondary by Thomas Pilo B.A. (2008,
Farfield, pg 206)
2. Memory Mastery Through Mind Maps English
Grammar Form 1, 2 & 3 (2008, PIN Neuron, pgs 9293)
3. Zoom In Grammar PMR Form 1,2 & 3 (2008, Info
Didik, pgs 103-106)

STAGES OF A 5-PHASE LESSON PLAN

STAGE/

CONTENT/

DURATION
Set Induction

SKILL
Speaking

TEACHER/STUDENT
-

(5 minutes)

ACTIVITY
Teacher greets the

RATIONALE/
AVA
Rationale(s):

students.
Questions:

Who were absent during the

previous class?
Why were you absent?

To warm up students

students who were

before moving on to the

absent in the

main lesson of the day

previous class.
-

What did you do during last

weekend?

Teacher asks for

Teacher listens to

To expose students with

what they have to

the WH-words. These

say.

will be the lesson of the

Teacher also asks

day.

the rest of the class

what did they do

Examples of Answers:

during the

Why were you absent?

-

I had a fever

I had a family
emergency

I had stomach ache

What did you do during

last weekend?
-

I went shopping with

my family at the
local mall.

I went to a beach
with my family.

I played football
with my friends.

I only sit at home

AVA

weekend.
-

Teacher writes
down the WHwords from the
questions that she
asked earlier and
reveal the grammar
topic of the day.

None

watching TV and
doing homework.
STAGE 1

Listening & Writing

Teacher projects a

Rationale(s):

Pre-

grammar chart on

(10 minutes)

the WH- Questions

To expose the WH-

using the LCD

questions (What,

projector and a

Whose, Which

notebook.

and Who) to all

Teacher asks

students.

Grammar Topic
WH- Questions
(Interrogative Pronouns)

students to look at
the chart and

Grammar Items:
What, Whose,
Which and Who

internalise the

To explain the rules and

rules.

the usage of the WH-

Then, teacher will

questions and their

give in-depth

forms.

explanation on the
rules and functions

of each WH-

To understand the rules

question.

and the usage pf the

Teacher provide

WH-questions and their

students 5 minutes

forms.

to write down the

grammar rules
-

Then, teacher asks

AVA

students to read
aloud the examples
containing the
WH- questions on
the grammar chart
in choral manners.

Appendix 1
A slide presentation on
Grammar Chart:
WH- questions
(What, Whose,
Which and Who).

STAGE 2

Reading and Writing

Controlled

Task 1 (Individual)
-

Rationale(s):

Teacher projects a

Practise

Example:

slide containing 8

(30 minute)

Answer: Your mother is at

questions sentences WH-Questions learned.

the door

and answers for

each of the

Question: door/is/the/at
Who is at the door?

sentences.
-

The question
sentences have
been scrambled up,
with the WHquestions words
have been taken
out.

Students are asked

to arrange the
scrambled-up
question sentences
and fill in the
correct WH- words
into it to provide a
complete and
correct question
sentences for each
of the answers
provided.

Students are asked

to copy the
questions and
answer them in
their English 2
exercise.

Students complete
the exercise and

To reinforce the use of

To identify whether
students understand the
instruction and are able
to rearrange words as
well as fill in the correct
WH- words to form a
correct question
sentence.
AVA
Appendix 2:
A slide presentation
consisting of
scrambled-up exercise
on WH-questions.

discuss the answers

with the rest of the
class.
Task 2 (Pair Work)
Reading & Writing

Rationale(s):

Teacher shows a
video entitled

To check whether they

Maya

have understood the

For the first time,

functions of the WH-

the little girl

students are asked

words learned by

received from her

watch the video

applying them in order

father?

attentively.

to complete the task.

Example of questions:
1. What presents did

2. Which festival is the

For the second

advertisement

time, the video is

Interesting video is

dedicated to?

shown. This time,

shown to attract

students are asked

students interest.

3. Whose mother has

passed away?

to generate 5

4. Who is the main

questions based on

Paired work is

character in the

the video using the

implemented to foster

advertisement?

WH-words learned

good co-operative

earlier.

environment among

After completing

students.

the task, each pair

is asked to

AVA

exchange their
questions with

Appendix 3

other pairs to be
-

answered.

A CD-ROM containing

Random pairs are

the video entitled

called out to share

Maya"

their questions and

answers with the
rest of the class.

STAGE 3
Further

Reading & Speaking

Rationale

divided into groups

Group Work

Practise
(20 minute)

Students will be
of 6.

Problem Solving

Then, teacher

To see whether students

projects a problem

are able to solve a

in which students

particular problem

are needed to solve

given on their own.

it to each group
through a
-

slideshow.

To see whether they are

Each group will be

able to cooperate with

given a certain

each other in order to

amount of time to

complete a task.

read it up and come

up with solutions.
-

When the time is

To see whether students

up, each group

are able to engage

must a

among themselves in

representative to

practicing sentences

share the ideas that

with WH- questions.

they have come up

with the rest of the
class.
-

Teacher and the

AVA
Appendix 4

rest of the students

STAGE 4
Production

Reading & Writing

listen to what they

Problem solving

have come up.

exercise.

Teacher distributes

Rationale(s):

an error correction

(10 minutes)

Error Correction

exercise to each
student.

Example:

Students will be

Which would you like to

given time to

taste first?

identify the error in

each sentences and

What would you like to

taste first?

To reinforce all the

WH- questions learned
from the beginning of
the lesson.

correct them.
-

Then, teacher will

call random
students to provide
the answers for
each question.

To check students level

of understanding
towards the grammar
topic learned.

Teacher discusses
and checks the

AVA

answers with the

rest of the class.

Appendix 5
Error Correction
exercise worksheet

STAGE 5

Speaking

Closure
(5 minutes)

Teacher recaps the

Rationale(s):

lesson of the day

Example:

with students.

To summarize the

All the worksheets

lesson of the day and

today?

done in class are

seek feedback from the

A: I learned that we should

pasted in their

students of what they

take care of our parent as

exercise books and

have learned in class.

much as they took care of us

teacher provides

when we were a child.

students with

What have you learned

AVA

homework to be
done at home.

None

Follow-up Activity

: Homework

Activity

: Students are asked to find out about next weeks topic

regarding sequence connectors on the Internet using search
engine such as Yahoo!, Google etc. Review what you have
found out.

Self-reflection

Supervisors Comment

APPENDIX

Appendix 1
Title of Activity: Grammar Chart on WH-questions (A slide presentation)
Instructions

: 1) Teacher projects a grammar chart on WH-questions using an LCD

projector and a notebook.

2) Students are asked to look and internalise the rules.
3) Then, teacher explains the rules and the usage of each WH-question.
Students will write down the grammar rule.
4) Students will read aloud the examples on the grammar chart in choral
manner.

Grammar Chart
WH-QUESTIONS

WH- questions are used to ask questions.

e.g: Who can come?
What is your sisters name?

Examples of WH- Questions (Who, Which, What, Whose).

WH- QUESTIONS AND THEIR USES

EXAMPLES

Who

Used for persons

Who is your best friend, Shahir?

The answer to a who questions

Who is on the phone?

will usually be a person or persons

Who is the best runner in this

(subject).

Which

school?

Used for people & things

Can ask about things of a limited

party?

specified choice

Which dress did you buy?

Often combines with the

Which is more expensive, the skirt

comparative and the superlative.

Which boys did you meet at the

The answer could be persons or

or the blouse?

things.

Which is the longest river in the

world?

What

Refers to people, things, ideas,

What is he doing?

concepts, actions, etc.

What would you like to eat?

Refers to an unlimited and

What did you do last night?

unspecified choice of things.

Whose

Refers to possessions

Whose car is that?

Possessors are always a person.

Whose pencil is this?

Used to find out to whom

Whose voice is the loudest?

something belongs.

Appendix 2
Title of Activity: Scrambled-up Exercise (A slide presentation)
Instruction

: 1) Students are shown a slide presentation consisting of a scrambled-up

exercise in which students are asked to arrange words and fill in the correct

WH-words for each of the items.

2) Students are asked to copy the exercise shown in the slide in the English 2
exercise book.
Worksheet
Arrange these scrambled-up question sentences into the correct orders and fill in the correct
WH- words learned to make a complete question for each of the answer given. A question has
been done for you
Example:
0) Answer: Your mother is at the door
Question: door/is/the/at
Who is at the door?

1) Answer: I think the ideal place is Pulau Pangkor.

Question: for/holiday/a/ideal/is/think/you/place/do

2) Answer: They were playing paper planes at the back of the class.
Question: they/doing/were/teacher/was/while/teaching

3) Answer: These are Idhams

Question: these/marker pens/are

4) Answer: They throw them in the recycle bin to be recycled

Question: newspapers/people/do/all/with/old/the/do

5) Answer: The red one belongs to me

Question: these/pens/of/you/to/belong

6) Answer: I think Kamala is the best student in our class.

Question: our/class/in/you/think/do/the/best/is/student

7) Answer: The red one belongs to Miss Toh

Question: Miss Toh/these/of/belong/bags/to

8) Answer: I brushed my teeth first thing in the morning

Question: morning/did/in/the/you/first/thing/do

Appendix 3
Title of Activity: A video presentation entitled Maya and a questions-generating task.
Instruction

: 1) Each pair is asked to watch the video 2 times and generate questions
based on it.

2) After completing the task, each pair is asked to exchange their questions
with other pairs to be answered by them.

Appendix 4
Title of Activity: Problem Solving
Instructions

: 1) Teacher asks students to divide themselves into groups of 6

2) Teacher project a situation through a slideshow presentation, in which they

are given a certain amount of time to come up with solution in order to

solve it.
3) Then, each group needs to send a representative to the front and share
their ideas to the whole class while teacher listens to them.

The problem on the sheet is written below:

You are planning to go on a vacation 2 days from now. You are on the rush to figure out
what to bring, who will you bring along and which place would you go. However, you
are having some difficulties on your way to have a great vacation:

You dont know whether you want to go to the beach or to the holiday resort.

You only own a small car where you can bring 4 persons.

You have no idea what to bring and you need to inform the rest that you will
bring along later on.

In your group, figure out solutions so you could have your dream vacation. These
questions may help you find your solutions you need:

Which place would you go? Name the place that you propose

Who would you go with? State reasons why you choose to bring them along

What are the things you need to bring? State reasons for choosing the items

Out of the 4 persons you choose, whose experience would be useful so that you
and the rest will not get lost?

Appendix 5
Title of Activity: Worksheet 3
Instructions

: 1) Teacher distributes an error correction exercise to each student.

2) Teacher will provide students with a certain amount of time to identify

the errors in those sentences.
3) After that, teacher will call random names to provide the answers
while the rest and the teacher check and discuss the answers.
Worksheet
The WH- questions of Who, What, Whose and Which in these questions are wrong.
Identify the errors and correct them. The first one has been done for you.

1) Which would you like to taste first?

What would you like to taste first?

2) Whose is the owner of this big mansion in front of us?

3) Who dress is more convenient, the blue or the red?

4) Which wrote the long essay we read yesterday?

5) What is standing at the front the gate of our house?

6) What call did you receive last night?

7) Who does Siranis sister want for Christmas this year?

8) What car is Yolandas brother driving? Is it her fathers?