Lesson Plan

English Language - Form 4

Date:
Class:
Number of students:
English proficiency of students:
Time:
Theme:
Topic:
Main skill:
Integrated skill:

6 Nov 2014 (Thursday)

4 Science 1
30
Intermediate
7.00 a.m. 8. 30 a.m. (double-period)
Science and Technology
Transportation
Writing
Reading and Listening

Curriculum specifications:

2.0 Language for Informational Use

2.1 Obtain information for different purpose by
a. listening to spoken texts such as talks,
speeches and viewing television
documentaries and multimedia;
2.2 Process information by
b. extracting main ideas and details;
e. predicting outcomes;
j. making short notes and mapping out
ideas

Levels 1, 2 and 3
i. Listening to and understanding a
variety of texts.
A. Processing texts listened to by:
Level 2
iv. Identifying main ideas and jotting down key
words and phrases.
Level 3
v. Taking notes of the text heard
B. Processing texts read by:
Level 2
vii. Identifying main ideas in a simple text.
viii. Identifying supporting details in a simple
text.
Level 3

xii. Predicting outcomes that are obvious

in a text, giving reasons
2.3 Present information to different audiences by
a. writing recounts, descriptions,
explanations, speeches, reports, and
articles;
c. responding to questions orally and in
writing;
d. presenting information in non- linear
forms including tables, graphs, diagrams,
charts, and vice-versa;
e. expanding notes and outlines;
f. composing, revising and editing drafts;
and checking accuracy of spelling,
punctuation and grammar;
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
viii. Applying process writing skills..

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 listened from
the video and also ideas from the brainstorming activities to help them in writing essay by getting all
the main ideas of the video correctly and all the ideas on the essay relevant and the both ideas are
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 printed
behind the reading text by answering at least 3 out of 4 questions objectively correct.
3. Give responses orally to answer all the questions in discussion of topic and the answers for reading
comprehension questions 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

4. Whiteboard and whiteboard maker pens

5. Internet Access
2

3. Reading materials printed with questions

behind

6. Colourful stickers
7. Book titled "The writing process" by John M.
Lannon

8. Speakers
Moral value:

Stage/Time
Set induction

Learning how to utilise new technologies and inventions with a rationalised manner.
Learning to be careful and alert when travelling on the road.

Teaching and Learning Activities

1. Teacher will ask students if they have involved in or
seen a traffic accident before.

Rationale
1. To engage students
attention.

( 10 minutes)

Teaching Aids
1. Laptop and speakers
2. LCD projector

2. Teacher will pick about 10 students randomly who

2. To introduce the topic of
admit they have the experience in a traffic accident to
the lesson.
give response.
3. To induce interest among
3. Students will give response about their past
students toward new
experiences orally.
technology that can help
human yet controversial.
4. Teacher will give feedback or compliment but never
criticise students and students' family. Teacher may
also give suggestions.
5. Teacher will play video from the website about
Chinese traffic accident
6. Teacher will ask students to guess the topic of the
day.
3

3. Internet Access
4. Web Page
(www.youtube.com/
watch?v=ieFXAiS97A0 )

7. Students make guessing.

8. Teacher will point out students who answered
correctly and give him a sticker.
Presentation

1. Teacher will play another video on new Volvo truck.

(20 minutes)

2. Students will watch the video while jotting down

notes and identifying main ideas.
3. Teacher will ask students to design a graphic
organiser to arrange their main ideas that they have
noted down during watching the video.
4. Teacher will play the video again so that students can
check their main ideas as well as details.
5. The teacher will distribute reading materials titled "
Volvos Will Soon Plot Escape Routes to Avoid
Wrecks" printed with questions behind.
6. Teacher will ask students to read the whole text in 10
minutes and find out and underline all the main ideas
or topic sentences of the text and also answer the
while-reading comprehension exercise behind the
text.
7. While students are reading, teacher will monitor
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
answered and the underlines of the main ideas in the
4

1. To engage students in
active reading and
listening
2. To allow students design
a graphic organiser in
order to help them
involve more of their
participation hence
enhance learning. (Dale's
cone model)
3. To expose students to
CALL in reading, that is,
using media to stimulate
students in reading activities

1. Reading materials
printed with
comprehension
questions.
(Appendix B1)
2. Laptop and speakers
3. LCD projector
4. Internet Access
5. Web page
(www.youtube.com/
watch?v=ieFXAiS97A0)

text.
8. Students will read the text, underline the topic
sentences and answer the while-reading exercise.
5. Teacher will discuss the answers of the reading
comprehension exercise.
Practice
(50 minutes)

1. Teacher will ask students to write an essay 'Should

computers take over driving like new Volvl truck?
Why?'

1. To train students to get

organised before writing
an essay.

1. Whiteboard and
whiteboard maker
pens

2. Teacher will ask students to brainstorm with the

information they get from the video and the reading
text.

2. To provide students more

supports and examples so
that they can use to
support their ideas.

2. Book titled "The writing

3. Teacher will ask students to arrange their ideas from

brainstorming into a suitable graphic organiser.
4. Students will brainstorm ideas and decide if they
agree or disagree with the technology from new
Volvo truck.
3. Teachers will ask 5 students to explain their opinions
on the topic.
4. Students selected will explain why they disagree or
agree with the topic.
5. Teacher will guide students to write an argumentative
essay with the ideas they have with the aid of the
book title "The writing process".

3. To allow students think

critically and creatively
yet logically.
4. To educate students the
ways to collect data for
writing essays

process" by John M.
Lannon (page 296)

6. Students will follow the guidelines and complete they

essay.
Closure

1. Teacher will ask students to complete the essay at home if

they are not finish.

1. To reinforce the
understanding of the topic.

2. Teacher will have discussion and ask 6 students opinion if

we still need to be careful on the road if computer take
over driving one day and students are given chance to
respond voluntarily.

2. To instil correct moral value

among students

(10 minutes)

3. Students volunteer will give opinions.

4. Regardless what are the students' responses, teachers
should instil moral value that we cannot depend fully on
technology and must be careful and alert while we are
travelling on the road.
5. Teachers give one sticker to all the 6 students who
volunteer to give responses.

1. Colourful stickers