Class Particulars

School: Sekolah Menengah Kebangsaan Dato’ Undang Musa Al-HajDay: ThursdayDate: 5 October 2009Form: 1 BestariLevel: IntermediateDuration: 80 minutesEnrolment: 30 students

Topic: Life’s Brief CandleFocus: LanguageLanguage aspects: Vocabulary and compound sentenceSkills: Reading

Specific objectives: By the end of the lesson, students must be able to:•Give at least 5 out of 6 correct synonyms in Worksheet 1.•Construct at least 4 out of 6 correct compound sentences by using the words given in Worksheet 2Thinking skills: Analyzing and synthesizingPrevious knowledge: Students’ knowledge of the topic from previous lessonMoral values: Appreciation of lifeTeaching aids: Worksheets, a lighted candle

Induction Set1. The teacher brings a lighted candle to the classroom and

asks students to describe what they see and try to associate the candle with life.

2. The teacher initiates the lesson by asking questions, such as:

i) What do you see when you look at the candle?ii) How can you relate this candle with someone’s life?iii) When the light goes out, what does it signify? 3. The students answer the questions verbally and jot down

important points.4. Once the students are clear about the topic, the teacher

will explain briefly about what they are going to learn today.

RationaleTo capture students’ attention.To activate cognitive skills – encourages

students to interpret and relate the situation with real life.

To give a glimpse of what is going to be learnt today.

Pre-Activity1. The teacher recites the poem. 2. After that, the teacher instructs students to

recite the poem in unison.3. The teacher briefly explains to the students

about the meaning of the poem.

RationaleTo improve correct pronunciation.To provide students with the deeper meaning

of the poem.Enable students to enhance their knowledge

of the poem.

While-Activity1. The teacher divides the students into groups of

5.

2. The teacher instructs the students to highlight, or underline all the words they know in the poem.

3. The students are asked to compare the results with group members and add notes on any words he / she can explain. If one student has highlighted a word which another has not, they will share the information.

4. Any students who manage to find the meaning of words that all of the other classmates may not know of, they are asked to go to the front and share it with the whole class.

5. The teacher explains about any words left that all students are not able to define.

6. After that, the teacher distributes the first worksheet to students.

7. In pairs, the teacher instructs students to answer the first worksheet within 8 minutes.

8. Students list down the relevant answers that they have found out in the worksheet given by the teacher.

9. The teacher discusses the answer with the students. The teacher selects randomly any pair of students to read aloud his/her answers to the whole class.

9. The teacher teaches about compound sentences and how to write it to the students.

10. The teacher uses some of the word coordinators from the poem to be utilized in compound sentences.

Rationale 1. To encourage the utilization of students’

knowledge to be brought into the lesson

2. To enrich students’ vocabularies

3. Helps to fortify students’ soft skills

4. Encourages co-operative learning

Rationale(Worksheet 1)1. Enables students to learn new words.

2. Provide the chance for students to exercise their knowledge on vocabulary.

Post-Activity1. The teacher distributes the second worksheet.

2. The teacher instructs students to construct a compound sentence for every word provided in the worksheet. The coordinators are provided in the worksheet.

3. Students develop sentences according to the words given. After 15 minutes, the teacher selects a few students to read their sentences.

4. Selected students read aloud their sentences to share with the class.

5. The teacher instructs students to return all the worksheets given to them.

Rationale(Worksheet 2)1. To test students’ understanding on what

they have learnt (compound sentence).

2. Enable students to make use of their background knowledge to be applied in the activity.

3. Students learn how to use coordinator correctly.

ClosureThe teacher instructs students to give a moral

value that they learned from the poem. The moral value must be given in a form of compound sentence. This activity is done verbally.

Rationale1. Students are given opportunity to share

their views on what they have learnt from the poem.

2. Students utilize their knowledge on compound sentence as an enhancement from the previous activity.