SITI HUMAIRA BINTI AHMAD

KAMAL
7TESOL2
CS 3101 R

The lesson plan was

constructed to teach Year 6
pupils (25 students)
Theme: World of Self, Family
and Friends
Topic: My Best Friend
Focused language skill:
Speaking
Integrated skills: Listening and
writing

LESSON OBJECTIVES
Curriculum Analyst:
Analyse the English curriculum specification for Year 6
Decision Maker:
Identify and decide relevant Learning Outcomes (LO)
in the syllabus which learners will need to learn about
the language.
LO 2.2, 2.3 & 4.7

Setting out the lesson objectives; encompass what

students should be able to do after completing the
lesson (Frydenberg & Stefan, 2006)
Aligning the learning outcomes and the behavioural
objectives
By the end of the lesson, pupils will be able to:
ask question to get information about peoples best
friend. (correlated with LO 2.2)

Performanc
e

Conditions

Criterion

a description of specific behaviour

that needs to be demonstrated by
learners
measureable and observable
a statement that describes the
circumstances under which the
behaviour is to be carried out
a description on how well the learners
perform the behaviour in order to be
considered as competent

Table 1: three main components for effective lesson objectives

(Kizlik, 2012)

Improvement:
Given a suggested sentence pattern, through role play ask
politely at least 3 out of 5 questions

CLASSROOM STRATEGIES
Curriculum Analyst
T identifies appropriate activities for each stage of the
lesson that align with the LO and the lesson objectives
Decision Maker & Practitioner
Decide how to prepare learners for specific/integrated
tasks
Set
induction
T=
participant

Sing Best Friend song adapted from

Sunshine song
grasp the pupils attention and motivates
them to be more interested and eager to learn
MI : bodily kinaesthetic & musical

Presentati
on
T=
controller

Teacher introduces interrogative pronouns

WH questions (cue cards).
Teacher presents information about someones
best friends and demonstrates an example of
WH question (model dialogue).

Practice
T=
controller
(minimised)

Transformation drills (individual)

-Benefit: it focuses on accuracy as increased
accuracy coincides with increased fluency &
complexity (Tice, 2004)
-Improvement: it is best to design drills that
allow learners to apply the language they have
learnt to express about themselves (Nesamalar
Chitravelu et al, 2005).
Behaviourism
Information gap (pair work)
-Benefit: without this knowledge learners may
be able to compose a good grammatical
sentence but they may not be able to use them
appropriately in communicating with others
through spoken language
-These activities are quite commonly used in
adult classes (Brown, 2007) so T should be able
to cater the up & down of the proficiency
continuum
Social constructivism & CLT

Production

Discussion (group of 4)

Practitioner
T = prompter
Student-centred
approach

Decision Maker
Discussion (group
of 4)
Curriculum
Hughes (2003) an Analyst
advantage of
Consider a valid
having candidates
assessment for
interacting with
the students
each other is they
are able to elicit
language which
are appropriate
for their equal
status

ASSESSMENT