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Lesson Plan

English Language - Form 4

Number of students:
English proficiency of students:
Main skill:
Integrated skill:

5 Nov 2014 (Wednesday)

4 Science 1
7.00 a.m. 8. 30 a.m. (double-period)
Science and Technology
Speaking and Writing

Curriculum specifications:

2.0 Language for Informational Use

2.1 Obtain information for different purpose by
c. reading materials in print such as reports
and articles and using other electronic
media such as the Internet.
2.2 Process information by
a. skimming and scanning for specific
information and ideas;
b. extracting main ideas and details;
j. making short notes and mapping out

Levels 1, 2 and 3
ii. Reading silently a variety of materials in print and
video from the Internet.

B. Processing texts read by

Level 1
ii. Skimming for gist and stating what the text
is about
v. Taking note of main ideas.
Level 2
vii. Identifying main ideas in a simple text.
x. Acquiring the meaning of words by
-Understanding contextual clues such as
synonyms, antonyms and word

2.3 Present information to different audiences by

a. writing recounts, descriptions,
explanations, speeches, reports, and
c. responding to questions orally and in
d. presenting information in non-linear
forms including tables, graphs, diagrams,
h. reading aloud written materials such as
reports clearly and fluently;
i. using appropriate format, conventions
and grammar when presenting information.
Learning outcomes/ Objectives:

Teaching aids:

A. Presenting information by:

Level 1
.ii. Converting information into tables, graphs,
diagrams, etc.
Level 2
iii. Responding to questions and comments
spontaneously (oral).
v. Summarizing and paraphrasing the main
ideas in a simple text.
Level 3
vii. Writing brief reports, descriptions.

By the end of the lesson, students will be able to:

1. Construct and design a suitable graphic organiser to show the main ideas students have found in the
reading text by getting all the main ideas of the reading text correctly arranged in the graphic
organiser they have chosen with correct relationship between the mean ideas.
2. Answer on the printed reading materials all the questions in the while-reading activities and postreading activities printed behind the reading text by answering at least 5 out of 6 questions
objectively correct in while reading exercise and 2 out of 2 questions subjectively and grammatically
correct (with reasonable explanation if necessary) in critical thinking strategies exercise.
3. Give responses orally to answer all the questions in the pre-reading activities and discussion of the
answers in the while-reading and post-reading activities by answering questions asked by the
teacher correctly either through reading aloud the lines where they can find the answers or giving
spontaneous relevant responses.
1. Laptop
2. LCD Projector
3. Reading materials printed with questions


Whiteboard and whiteboard maker pens

Internet Access
Colourful stickers
A4 papers and A2 papers

Moral value:

Set induction

Learning how to utilise new technologies and inventions with a rationalised manner.

Teaching and Learning Activities


1. Teacher will ask how frequent students do house

chores when they get back home after school hours.

1. To engage students

2. Teacher will pick 10 students randomly to give


2. To introduce the topic

of the lesson.

3. Students will give response about their lifestyle


3. To induce interest
among students toward
science and technology
before reading a related
article because some
students may think that
English language in
science and technology
is always hard to
understand thus video
should not contain too
many speech.

( 10 minutes)

Teaching Aids
1. Laptop and speakers
2. LCD projector

4. Teacher will give feedback or compliment but never

criticise students. Teacher may also give
5. Teacher will play video from the website about robot
vacuum cleaner.
6. Students watch the video quietly with attention.

3. Internet Access
4. Web Page


1. The teacher will distribute reading materials printed

with questions behind.

(40 minutes)
Stage 1

1. To engage students in
active reading

1. Reading materials printed

with comprehension
questions and critical
thinking questions.

2. Teacher will ask students to read the whole text in 20 2. To allow students
minutes and find out and underline all the main
design a graphic
ideas or topic sentences of the text and also answer
(Appendix A1)
organiser in order to
the while-reading comprehension exercise behind
help them involve more
the text.
of their participation
hence enhance
2. Whiteboard and
3. While students are reading, teacher will monitor
learning. (Dale's cone
whiteboard maker pens
students' progress and decide to go into next step if
they are done with the reading by observing the
number of while-reading questions the students have 3. To encourage students
answered and the underlines of the main ideas in the
give opinions and
suggestions orally with
less pin-pointing
4. Students will read the text, underline the topic
students' error.
sentences and answer the while-reading exercise.
5. Teacher will ask the students to use a chart, mind
map or any other suitable graphic organiser to
arrange the main ideas of the text while reading on a
blank paper provided behind the text in 5 minutes.
6. Students will design their own graphic organiser to
arrange the main ideas which they paraphrased from
the topic sentences in the text.
7. Teacher will ask the students to complete the postreading critical thinking exercise after they finish
reading in 5 minutes.

8. Students will answer the post-reading exercise.

9. Teacher will discuss the answers of the reading
comprehension exercise and critical thinking
exercise with the students.
10. Teacher will select 5 students to write their answer
in critical thinking exercise on the whiteboard.
11. Selected students will write their answer on the
12. Teacher will give feedback and make grammatical
correction is applicable after the students have
written their answers on the whiteboard.
13. Teacher will also ask students who have a different
answers to read their answer.
14. Students with different answer will read aloud their
15. Teacher will give feedback to the answers without
correcting minor grammatical errors after the
students have read their answer aloud.

Stage 2

1. The teacher will divide students into two main

groups with 15 students in each group.

(10 minutes)
2. Teacher further divides the students into small
groups of 5 people forming 6 groups in the class.
3. Students sit together with their main groups and
small groups

1. To expand students'
1. 6 pieces of A4 Papers
imagination and allow
them to think creatively 2. Whiteboard and
whiteboard maker pens
2. To improve students'
presentation skills
3. To instil teamwork

4. Teacher requests students to design and come out

with a new idea of what robots can do in 3 minutes
5. Teacher asks the students in the small groups to
share their ideas with the main group and decide
whose robots is the best among the 3 small groups in
the main group in 5 minutes.
6. Students come out with a new idea of what robots
can do.
7. Students discuss with other small groups in the main
groups their ideas.
8. Teacher asks one student from each main group to
present their idea in 1 minute for each student.
9. Students send one representative to present their
main group's best idea.

1. Teacher will ask 2 students, each from one main

group, to show their graphic organiser students have

(20 minutes)

1. To drill students to
1. 6 pieces of A2 size papers
arrange ideas in graphic
2. 6 whiteboard maker pens

designed in Stage 1 in front of the class and ask

them to explain why they chose the graphic
organiser and how the main ideas are linked.
2. Students will show and explain their graphic
3. Teacher will ask if any students have other types of
graphic organiser that is different from the 2
4. Students who have different graphic organiser will
show their graphic organiser.
5. Teacher will ask students to work their small group
to write a note on 'the advantages and disadvantages
of robot vacuum clearner' with 2 advantages and 2
disadvantages and then arrange the ideas in any
graphic organiser without using the same graphic
organiser they have already used in their own
activity in Stage 1 in 10 minutes on a A2 size paper
given by the teacher.
6. Students will write short note about the advantages
and disadvantages of robot vacuum cleaner and
arrange them in a different graphic organiser that
they have not used in Stage 1 activity in their small
7. Teacher will ask each group to sent 3 representatives
to present their new graphic organiser. This 3
students from each group are those who have not
presented in the Stage 2 activity.

2. To allow students to
think at another
perspective, that is, the
disadvantages of robot
vacuum cleaner.

8. 1 student will present on the advantages, 1 student

on the disadvantages and the last student will
explain why they chose the graphic organiser which
is drawn on the A2 size paper.
9. Teacher will give feedback on their presentation.


(10 minutes)


Teacher will draw a upside-down pyramid at the centre 1. To reinforce the

of whiteboard with 10 layers. Each layers labelled from
understanding of the
bottom with number from 1 until 10.
Teacher will ask students to sit with their main groups,
one group on the left and one group on the right.
Teacher will ask students to sent representatives from
each groups to take turn to construct sentences about
the lesson they have learnt today but the number of
words in the sentences must corresponding to the
number on the pyramid and write the sentences
adjacent to the pyramid, on the left hand side of the
pyramid if the group is from the left and on the right
hand side if the group is from the right, from the bottom
till the top and if the group reach the top first will win
and will be awarded with 1 sticker for each students in
the group.
Students will construct sentences, following the rules,
to reach the top of the pyramid as fast as possible.
Teacher will correct grammatical errors if they exist
however grammatical errors will not affect the validity
of the sentences as long the sentences make sense.

1. Whiteboard and
whiteboard maker pen
2. Pyramid drawing (refer
Appendix A2)
3. Colourful stickers