Writing A Lesson Plan For Mr. G

FINAL EXAM 2:30pm 6 JAN 2015 Venue C15 206

For me, an A+ lesson plan should look like a chapter in a book, perhaps, entitled "Games for Language Learners" or "Fun Activities in English Classes." Here are some tips:

1. The lesson plan should be communicated to a teacher as the audience. Not the students.
2. The objectives of the lesson should be written in complete sentences. Not fragments.
3. The skills the students will practice should be indicated clearly.
4. The lesson plan should be able to guide teachers to execute the game with ease. Unclear instructions will confuse the teachers.
5. Diagrams and sample works by students are helpful in explaining the instructions.
6. A paragraph of introduction and commentary are also needed to orientate the reader with the lesson.

Suggested Headings in a Lesson Plan

1. Introduction
2. Objectives
3. Skills
4. Level
5. Duration
6. Materials
7. Preparation
8. Procedure
9. Rules
10. Variations
11. Comment

Take time to read these lesson plans (search in this blog). They are good lesson plans.

1. Win. Lose, or Draw prepared by Cheang Ai Nee and Fatin Nur Alia Mohd Sazali
2. King of Comedy prepared by Tan Yuan Yi and Teh Peng Chuan
3. Blogging prepared by Mohamad Khairul Anuar Abu Bakar and Wan Muhammad Wan Abdul Samad

Language Camp C : Scream the Message!

SCREAM THE MESSAGE

Objectives:

1.      To encourage students to speak louder

2.      To challenge the students’ memory

3.      To promote teamwork among the students

Language Skills:

1.      Speaking skills

2.      Listening skills

3.      Reading skills

Level: Intermediate

Duration: 20 minutes

Materials: Paper strips

Procedures:

Briefing (3 minutes)

1.      Students are divided into groups of 4 or 5 (if bigger, not more than 10 per group)

2.      The teacher introduces the game “Scream the Message” to the students.

3.      Students are needed to sit in rows according to groups and number themselves in their own group. The person sitting in front is number one.

4.      The teacher explain the rules to the students:

a.       Student number one will have to take 20 steps forward.

b.      Student number two will take 10 steps forward.

c.       The rest of the group mates will take 5 steps backwards.

d.      Teacher gives student number one a strip of paper. Students are not allowed to look into it unless told so.

e.       Student number one will be given 15 seconds to memorise the message in the strip paper given.

f.       After the 15 second end, the students will have to throw the paper away.

g.      The teacher will blow the whistle and student number one will start shouting the message to student number two in 20 seconds.

h.      When the 20 seconds end, the teacher will blow the whistle and student number one will have to stop shouting and take 10 steps backwards and sit facing the other way.

i.        Student number two will then take the place of student number one. Student number three will take the place of student number two.

j.        This time, student number two will shout the message he/she has gotten from student number one.

k.      Once the whistle is blown, student number two will shout the message to student number three.

l.        This continues until the last student gets the message.

Demonstrate (1 minute)

1.      The teacher demonstrates the game by demonstrating the positions and shouting the message.

Playing the Game (15 minutes)

1.      The students will start the game in groups.

2.      At the end of the game, the last student will shout the message he/she has gotten.  

Debriefing (5 minutes)

1.      The teacher asks the students on what they have learnt from the game.

Variations:

1.      The students can have more than one go on shouting the message.

2.      The message can be song lyrics.

Prepared by, 

Amira Syafiqah Ameruddin

‘Alyaa Razali

Nur Ashikin Abdul Gani

MESSAGE ON BACK

MESSAGE ON BACK

1.                   1.  Objectives:

a)  To encourage students to be more alert in delivering information or message
b)To teach students in identifying compound words 

2. Level: Intermediate to high

3. Language skill:

  a)    Focus 
  b)    Vocabulary (compound noun)

4. Duration: 10 minutes

5. Materials:

a) Paper and pencil

6.  Procedure:

            a) Briefing:

A.      Facilitator divides students into several groups.

B.      Each student needs to make one line and there’s a gap between each member of the group.

C.      The last student will be given one word on complex noun.

D.     Within the given time, the last person needs to transfer the message either by draw or write the message on friends’ back.

E.      Students are not allowed to speak or make any noise while playing the game. 

F.       The next person needs to pass the message till the end of the line.

G.     The last person needs to transfer the message on a piece of paper.

H.     The facilitator needs to recheck the message with the original answer.

b)      Demo

A.      Facilitators explain the instructions to all groups.

B.      Facilitators will show demo to all students

c)      Playing the game

A.      1 minute will be given for each student to deliver the message

d)      Debriefing

A.      Facilitator need asks for students’ feedback about the game they played.

_________________________________________________________________________________

STATEMENT

1.    Objectives:

a)   To bring out students’ creativity in constructing statement according to situation given by facilitator

2. Level: Intermediate to high

3. Language skill:

  a)    Speaking skill

  b)    Giving statement

4. Duration: 30 minutes

5.  Procedure:

            a) Briefing:

a. Facilitator divides students into several groups.

b. Facilitator gives situation. First pair is from different group respectively and they need to compete with each other, giving statement according to the situation given.

c. Any group that does not have any member to continue the competition win.

b)      Demo

A.      Facilitators explain the instructions to all groups.

B.      Facilitators will show demo to all students

c)      Playing the game

a.      There will be 2 sections with 4 groups. In the end, only one group from each section will compete in final round.

d)      Debriefing

a.      Facilitator need asks for students’ feedback about the game they played.

 Group members:

  Nurul Shuhada Bt Azman

  Norain Diyana Bt Mohd Nasir

  Ekma Syuhada Bt Abdul Rashid

  Nurul Alia Bt Azahar

  Noor Hafifah Bt Nordin

  Nur Amira Bt Mustafar

TEH PENG CHUAN- Reflection AFTER language game class.

     For me personally, the biggest difficulties I experienced when conducting language game class was to attract the attention of the students. Some of the students may have low interest in learning English. To motivate them to learn, I need to create an authentic learning atmosphere for them to use English in the most relaxed manner. As a whole, I think language game is an effective way of indulging students and language lesson. I learn a lot from this course and hoped to apply it later on when I go for my posting 

Language Camp C: Truth Or Lie

Game Title:

Truth or Lie

Game Type:

Questioning Game

Objectives:

1)      To enable students to apply their understanding in questioning skill.

2)      To enable students to have fast response with the correct guessing whether the performers are telling the truth or lying by the tips given when they ask them questions.

Rules:

1)      Students should be aware about what the other group members (Performers) performed.

2)      The students need to guess whether the Performers are telling the truth or lying by asking them questions.

Group Size:

 46 students divided into 4 groups (11/12 members each)

Language Skills:

a)      Questioning (Wh- Questions etc)

Preparation:

There is not much preparation needed. Teacher must be clear with students’ level of proficiency and motives in learning.

Level:

High and Intermediate

Procedure:

1)        Facilitator explains the rules of the game by giving a brief demonstration.

2)        Students are divided into four groups (11/12 members).

3)        Each group of students is required to write down 6 different questions.

4)        Students are asked to draw lots for deciding the 4 students (each per group) as the “Performer” of their group.

5)        The performer from the 1^stgroup is asked to pick one of the questions set by the students.

6)        That particular student decides whether he or she should be telling the truth or lie based on own experience with the question he or she picked as the student must answer “Yes, I have.” for that particular question chosen.

7)        Facilitator reads out loud the question chosen and the student must answer “Yes, I have.” as a reply.

8)        Students from other groups are given chance to question the Performer one by one (everyone has chance), as the members same group with the performer are forbited to ask questions.

9)        Students from other group have to guess whether that particular student is telling the truth or lying through the information gave by the students during the questioning session.

10)    Student who knows the answer raises his or her hand and given chance to speak up his or her opinion.

11)    The interrogated student (Performer) announces whether he or she is telling truth or lying.

12)    10 marks will be given to the group if the student guesses the correct answer whereas 5 marks will be deducted for that group if the student guesses wrongly. 

13)    Method 5) till 12) are repeated by exchange the 2^nd group performer.

14)    Method 5) till 12) are repeated by exchange the 3^rd group performer.

15)    Method 5) till 12) are repeated by exchange the 4^th group performer.

16)    Method (4) till 15) are repeated for the second round.

17)    Facilitator counts the marks based on students performances and announce the winner of the game.

18)    Facilitator reinforces the students’ confidence and participation by praising “Good Job” and the students are asked to give themselves claps as an encouragement.

Duration:

20 minutes

Variation:

The communicative skill is limited to questioning and answering questions only.

Materials:

1.          Paper sheets

2.          Pencil

Comments:

            This is a simple game that can help in hyping up the students’ learning. It is suitable to be used to enhance students’ interest in learning English in order to give the concept of learning English is fun. Moreover, it is also suitable acts as an output game for the students to test and examine students’ understanding in Questiong (Wh- Question) after the teacher gives out the input. However, there is less new input for the students throughout this game but the students are able to experience how and the techniques use in Questioning as this acts as one of the most important communication skill.

Prepared by:

Alison Chin Vui Tze

Kew Si Na

Stephanie Young Siew Ling

Tan Yuan Yi

Language Camp C: Prey-Predator

OBJECTIVES:

• To enable the learners to identify the meaning of the sentences which are written on the sticky notes.
• To enable the learners to speak English in various sentence structures to persuade others to say out their assigned sentence.
• To enable the learners to speak English in various sentence structures to avoid being persuaded by others to say out their own assigned sentence.

LANGUAGE ITEMS:

Reading skill

Speaking skill

LEVEL:

Intermediate to high

DURATION:

25 minutes

MATERIAL:

42 sticky notes with written sentences

PROCEDURE:

Briefing: (7 minutes)

1. The facilitator introduces the game of Prey-Predator to thelearners.
2. The facilitator divides the learners into four groups, each with 10-11 members.
3. The facilitator explains the objective and rules of the game to the learners.
• Rules of the Game:Every member acts as predator to tempt their prey to speak out the sentence that has been written on the sticky note. The predatorsare not allowed to speak out the sentences of the preys. Instead, they need to use other descriptions to tempt the preys into the trap. Once the preys havesaid their own sentences, they will be considered as losers.
4. The facilitator distributes the sticky notes to all of the learners. The learners are not allowed to look at the sentences written on the sticky notes.
5. The learners are required to stick the sticky notes on their foreheads.

Demo: (3 minutes)

1. The facilitators demonstrate the game once.
2. The learners are required to ask the facilitators questions if they do not understand. The facilitator clarifies any doubt before starting to play the game.

Play the game: (12 minutes)

1. All of the groups start the game at the same time. One of the facilitators will also be the time keeper apart from facilitating his/her own group. The time allocated for this game is a maximum of 10 minutes.
2. The learners start to find a prey from their own group.
3. They try to persuade the prey to speak out the sentence written on the prey’s sticky note without mentioning the sentence directly.
4. Once the predator has successfully tempted the prey to speak out the sentence, the prey will be the loser and is not allowed to continue the game.
5. The person who has successfully tempted the prey continues the game by persuading other preys to speak out their sentences.
6. Each person who has successfully tempted a prey gets 1 point. The points are calculated by asking the number of preys that the learners have successfully tempted.
7. If a learner gets the highest point, he/she wins the game.

Debriefing: (3 minutes)

1. The facilitator asks the learners randomly about what they have learnt in the game.
2. The facilitator ends the game by making overall conclusion.

VARIATION:

1. The facilitator can change the language item to noun. The predator needs to persuade the prey to speak out the noun written on the prey’s sticky note without mentioning the noun directly. Once the prey has spoken out their own nouns, they will be considered as losers.
2. The facilitator can change the language item to adjective. The predator needs to persuade the prey to speak out the adjective written on the prey’s sticky note without mentioning the adjective directly. Once the prey has spoken out their own adjectives, they will be considered as losers.
3. The facilitator can change the language item to verb. The predator needs to persuade the prey to act out the verb written on the prey’s sticky note without mentioning the verb directly. Once the prey has acted out their own verbs, they will be considered as losers.
   
   
   Prepared by,
   Cheang Ai Nee (A11PP0069)
   Kew Shirley (A11PP0100)
   Lee Pei Ching (A11PP0070)
   Lim Pei Rong (A11PP0008)

TEH PENG CHUAN- Reflection DURING language game class.

      During the class, I was assigned to teach 20 FKK 1st year undergraduate,in which ten of them were males and ten were females .This was my 1st time conducting a language fame class and I was a bit nervous at the start of the class. To my pleasant surprise, the students gave their full cooperation to me in the class and I enjoyed teaching them very much.

     My aim in this class was to let the students speak English in a spontaneous, relaxed environment while learning subject verb agreement. To achieve that, I employed student centered approach, where most of the games and activities is student centered cooperative learning. My role in the class was to facilitate the progress of the games apart from correcting the mistakes of the students when constructing sentences using subject verb agreement.

   Nevertheless, one of the drawbacks of the class, from my observation, was that some of  the students felt bored at the 1st activity- listen to songs and identify nouns and verbs. This was because some of them cannot hear the song due to low audio volume. Apart from that, some of the students were not interested in the lesson. My strategy to attract their attention was by calling them out to participate in the activities. In short, although it was a bit boring at 1st, I can see most of them enjoying the class at the end . For me, I enjoyed this type of class very much and hoped to conduct another language class in the near future.