Table of Contents

INTRODUCTION 1
APPROACH 2
STRATEGY 2
METHODS 3
CONCLUSION 4
APPENDIX 5
REFERENCES 9

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1.0 INTRODUCTION
Based on the research by Raval, K. D. (2013), lesson plan is defined as a teacher’s
comprehensive overview of the curriculum for one class. During the classes, the teacher’s
own guidelines govern how he teaches and learns in the classroom. The teacher refers to
the daily lesson plan as to make sure the Teaching and Learning sessions (TnL) are going
towards the right objective. This writing aims to highlight the lesson plan of English subject
for class, 4 Ibnu Batuta. The session starts at 11.30 am until 12.30 pm which involves a total
of 27 students in the class. According to Year 4 English textbook, a topic has been selected
to be introduced towards the students which is topic 8 ‘Amazing animals’ in the aim of
improving the students’ proficiency in speaking English. Next, this lesson focus on
reinforcing the students’ speaking skills by having them to engage in different activities to
develop their soft skills. Moving on, the entry competencies that the students need to
achieve before attending the class is having the basic knowledge about different type of
animals, habitats and also its characteristics. Based on the DSKP, the content standard for
this particular lesson is for the students to ‘communicate simple information intelligibly’
meanwhile the learning standard is to ‘describe people and objects using suitable
statements.’ Other than that, the learning objective is for the students to be able to
communicate simple information intelligibly. Also, this learning plan applies the Deep
Learning Concepts and model by adopting appropriate approaches, strategies, methods and
activities.

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2.0 APPROACH

First of all, the learning plan applies the use of inductive approach to introduce the
topic towards the students. According to the research by Prince, M & Felder, R (2006), it
explains about the connections between inductive approach with other learning approaches
such as inquiry learning, problem-based learning, project-based learning, case-based
teaching, discovery learning, and just-in-time teaching. Apart from the fact that they are all
inductive, these strategies have a lot in common. They are all learner-centred which means
that they give more accountability for their own learning than the standard lectured-based
deductive approach provides. Hence, the lesson plan applies the concept of inductive
approach by allowing the students to take control of their own learning. For instance, in the
induction set, the students are being displayed with the video of different types of animals
and its characteristics. By analysing the content of the video being displayed, the students
are learning from the examples given and they will deduce their own understanding based
on the sample. Therefore, it allows them to create their own reasoning and become more
independent in their learning. In step 2, the principle of inductive learning is shown when
they need to comprehend the content of the video first before the teacher proceed to the
other activities. Prince, M & Felder, R (2006) also explain how they learn through new
observations by drawing conclusions about rules and theories, and then applying those
conclusions in another situation. In this context, they learn by observing the questions and
make a reasoning out of it.

3.0 STRATEGY

Next, the instructional approach used in the lesson plan is student-centred teaching.
This is because the learning is being facilitated by the students themselves and they are
responsible for their own development. From the research by Rogers, C. R., & Freiberg, H.
J. (1994), student-centred learning has been defined as an educational strategy where
students decide what to study as well as how and why that subject might interest them. In
other words, the students have to be in charge of their own learning and set their own goals

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and objectives and they need to be aware on how to initiate the movement. Back to our
context, the lesson plan encompasses many aspects in student-centred teaching where they
need to be independent in their learning. For example, in step 2, they are supposed to
provide the solutions to the questions and they need to cooperate with their peers so that
they can come up with answers from different perspective. This is when the elements of
student-centred strategy take place where they need to initiate their own effort to
communicate with their peers in order to complete the tasks given by the teacher. Other than
that, student-centred learning also emphasises learner activity rather than passivity in which
the students experience the learning outside the institution and prior to the course (O'Neill,
G. & Mcmahon, T.,2005). In step 3, the lesson plan highlights about the role-play activity
where they should act and use their gestures to show the traits of different animals
meanwhile their pair need to guess it correctly. Thus, this clearly illustrate principles when
they are willing to engage in the activity in order to acquire new knowledge.

4.0 METHODS

Apart from that, one of the methods that is being implemented in the lesson to
enhance the students’ learning is discussion. Based on the findings of Rahman, F., et. al
(2011), discussion exemplifies a particular form of collaboration that is founded on the
premise that the knowledge, opinions, and sentiments of many individuals are more valuable
than those of a single person. In other words, by having a discussion with their peers, it can
help one to learn better compared to learning alone. In particular, the lesson practises the
concept of discussion in step 2 wherein the students must converse with their partner to
create answers for the questions. After the teacher has displayed the question, five minutes
are provided to each pair to discuss, analyse, and brainstorm possible solutions. Then, a
pair will be selected at random to present their findings regarding the features of animals
stated in the question. This activity demonstrates the components of teamwork in which they
need to divide the work between the pair and they can complete the tasks faster and in a
more efficient way. Rahman, F., et. al (2011), also describe that discussion places an
emphasis on friendly interactions between individuals and pushes learners to think critically
and creatively at higher cognitive levels. In this case, it is normal for the students to have a
different perspective with their partner as discussion strongly encourage them to exchange
opinions and open up each other’s minds with wider possibilities.

Lastly, role-playing exercises are yet another technique used in the lesson’s design.
In line with the study by Mas (2022), claims that role playing is the best activity for inspiring
pupils to utilise their English creatively. It offers a chance for practice and the development of

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communication skills by attempting to mimic a conversational environment. Getting back to
our focus, the activity that is being highlighted in the lesson plan is called ‘Charades’ which
fall into the category of role-playing activity. From the research by Rokotnitz, N., et. al
(2021), discuss about the type of role-play and their impacts towards the emotional
development of children. In the following research, ‘Charades’ is categorised as a type of
role-play which blends personification with diverse impersonations and imitation, and is
viewed by psychologists to be central to normal personality development. In the lesson plan,
‘Charades’ activity is being used in step 3 where they need to act out the characteristics of
the animals that they got. They have to use their gestures and also sounds to impersonate
the traits of certain animals so that their partner will be able to guess it correctly. It also trains
them to use their imagination and creativity in which they need to think critically to come up
with the correct gestures. In the research by Rokotnitz, N., et. al (2021), also propose that
this type of role-play can help the brain understand and assimilate information from the
outside world, honing crucial techniques for emotional control, and giving practice for
expressing important emotions in appropriate situations. As in the activity, by acting and
imitating the traits of certain animals, they will learn to control their bodily kinesthetic in which
it concerns with the union between the body and mind.

5.0 CONCLUSION

In conclusion, the approach, strategies, and methods that are being incorporated into
this lesson plan will have impacts towards the students in which it helps the students to
become more engaged in the learning. Student-centred learning strategies have been
proven to ensure the learning to become more meaningful for them as they are using their
own effort to learn and able to choose their own learning style. From the research by
Roucau, Baptiste. (2016), deeper approaches to learning have also been connected to
engagement. In other words, when students are interested in the material being studied,
they are more inclined to analyze, evaluate, connect, reflect on, and synthesize it. From
there, they are able to generate more focus towards the learning thus making it more
efficient. Then, the methods applied in the learning plan also are significant in forming a
meaningful lesson for the students. For the first method, discussion among the students can
develop critical thinking skills as well as the leadership qualities that can benefit them in the
future. Based on the study by Bakar, A. et. al (2021), small group activities produce more
meaningful negotiation than teacher-led activites do. Here, the group leader plays a crucial
role in ensuring that there is adequate communication among group members to prevent any

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misunderstandings. This also applies for the role play activity in which the pair have to work
together to complete the task. It requires a lot of teamwork and trust between each member
as they are trying to transfer information using gestures only. As for the suggestion, this
lesson plan can be improved by taking into consideration of the students’ interests (Edi, F.
et. al, 2021). This explain that when the learning environment meet with the students’ needs
and interests, they are able to become more productive. All in all, this lesson plan is aligned
with the notion of deep learning in which it encourages the learning to become more
dynamic and interactive.

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Appendix

T&L DETAILS
Subject English
Class 4 Ibnu Batuta Number of : 18 students
students
Date 27 October 2025 Time :11.30 AM – 12.30
PM
Theme/ Subject area/ Topic 8: Amazing animals
Title
Skill/ Focus 2.0 Speaking Skills
Knowledge/ Existing skill Basic knowledge about the types of animals, characteristics,
and also its habitat.
Content Standard (CS) 2.1 Communicate simple information intelligibly
Learning Standard (LS) 2.1.5 Describe people, and objects using suitable statements
Learning Outcome Knowledge Skill Value
(LO) (Apa yang murid (Apa yang murid (Penerapan)
perlu tahu) boleh buat)
Kata Nama/ Kata Kata Kerja
Sifat
 Suitable  Describe  Teamwork
statements  Critical
thinking

Learning Objectives At the end of the T&L session, pupils can:

(LO) 1. Students can give at least 4 out 5 statements about
characteristics of animal being discussed.
2. Students can produce at least 8 out of 10 animal
gestures correctly.
Success Criteria At the end of the T&L session:
(SC) 1. I can give at least 4 out 5 statements about
characteristics of animal being discussed.
2. I can produce at least 8 out of 10 animal gestures
correctly.
Classroom Oral Observation Written

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 Assessment Mark(√) /
Instrument Presentation
Thinking Skills (TS) TS:
Habit of Mind (HoM) 1. Analysis
Higher Order Thinking HoM:
Skills (HOTS) 1. Thinking & communicating with clarity and precision
HOTS:
1. Analyzing
Cross Curriculum Environmental sustainability
Elements (CCE)
Information and Smart Plus 4 Module 8 Page 81 Amazing Animals
Communication
Technology (ICT)
ABM/ BBM LCD projector, laptop. flashcards
Art in Education Visual
Soft Skills (SS)  Communication skills

 Critical thinking and problem-solving

 Teamwork skills

Teaching Strategy (Approach/Method/Technique)

Contemporary  Communication and collaboration
Pedagogy (CP)

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9
 Steps/ Learning Teaching and Learning Activities Remarks
Time Content
(Minutes)
1. Teacher plays a short video
Induction Introduction
about different animals, BBM: LCD projector,
Set
characteristics and also its slideshow
(5 habitat.

minutes) 2. Teacher relates the video to CCE : Environmental

the day’s topic by sustainability
brainstorming with pupils.

1. Pupils are divided into pairs.

Step 1 Pairwork SS : Communicating
2. The teacher will display simple
skill
(25 questions regarding animals to

minutes) the students. TS : Analysis

3. Each pair is given 5 minutes to
analyze and brainstorm the HOTS : Analyzing
answers by discussing with
HoM : Thinking &
their peers.
communicating with
4. Then, a pair will be selected at
clarity and precision
random by the teacher to
present their findings and the
Value : Teamwork
reasons for their answer.
5. They are required to give 5
Approach :
statements describing traits of
6. Next, the teacher will proceed
Method :
with another question to
strengthen the students’
Strategy :
understanding.
7. The step will be repeated for
PDCL Model : 3E
20 minutes.

1. Each pair will have to select a

Step 2
Pairwork randomised flashcards Value : Teamwork

(25 (role play) containing the names of

minutes) specific animals. KP : Bodily

2. Based on the animals that they kinesthetic
got, each of the pair have to
role-play the acts of the animal Approach :
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References

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Prince, Michael & Felder, Richard. (2006). Inductive Teaching and Learning Methods:
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Rahman, F., Khalil, J. K., Jumani, N. B., Ajmal, M., Malik, S., & Sharif, M. (2011). Impact of
discussion method on students’ performance. International Journal of Business and

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Mas, I. K. K. A. (2022). Improving Speaking Skill of Eighth Grade Students of AMP Negeri
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Rokotnitz, N., Peters, M., & McBriar, S. (2021). ‘Colluding in the conspiracy of their
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Edi, Firman & Ambiyar, Ambiyar & Verawardina, Unung & Samsir, Samsir & Watrianthos,
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