LESSON PLAN

CLASS 2 Inovatif

VENUE SMK Klian Pauh (Classroom)

DATE 13 May 2024

TIME 12.00 p.m. - 1.00 p.m.

TOPIC Transportations

THEME People and Culture

Ma Main Skill:
Reading Skill
FOCUS SKILL(S)
C. Complementary Skill:
Speaking Skill

CONTENT STANDARDS

Main Skill: Reading Skill

3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning

Complementary Skill: Speaking Skill

2.1 Communicate information, ideas, opinions or feeling intelligibly on familiar topics

LEARNING STANDARDS

Main Skill: Reading Skill

3.1.1 Understand the main points in simple longer texts on a range of familiar topics

Complementary Skill: Speaking Skill

2.1.2 Ask for and respond appropriately to simple suggestions

LEARNING GOALS
i. write sentences using present perfect and ever correctly. (C3)
By the end of the lesson,
students are able to: ii. prepare a presentation about the function and benefits of using a type of transportation correctly.
(C3)
SUCCESS CRITERIA
i. individually, write at least 3 out of 5 sentences using present perfect and ever correctly. (C2)
Students can: ii. in groups, prepare a presentation about the function and benefits of using a type of
transportation correctly. (C3)
CROSS-CURRICULAR
Science and Technology
ELEMENTS

LANGUAGE/
Grammar (Present Perfect Tense)
GRAMMAR FOCUS
 MORAL VALUES Cooperation

STAGE LEARNING AND TEACHING ACTIVITIES RESOURCES

1. Teacher shows a bubble map about different types of

transportation.
 Whiteboard
SET INDUCTION 2. Teacher asks the students which transport that they
(3 MINUTES)  Whiteboard marker
prefer to use in a daily basis.
3. Teacher introduces some jobs related to transportations.
4. Teacher introduces today’s topic to the students.
 Whiteboard
1. Teacher asks the students open their textbook to page
 Whiteboard marker
78.
PRE-LESSON
(12 MINUTES) 2. Teacher teaches the students how to use present perfect
Pulse Textbook page 79
tense in questions and short answers.
(Appendix 1)
3. Teacher asks the students to copy and complete the table
with driven, has and haven’t.

LESSON DEVELOPMENT INPUT (3 minutes)

(20 MINUTES)
1. Teacher asks the students to look at Part 2.
2. Teacher asks the students to order the words to make
questions about Route 66. Then write true short answers.
3. Teacher discusses the correct answer with the students.
TASK (15 minutes)
4. Teacher asks the students to look at Part 3.
5. Teacher asks the students to write questions using the
present perfect and ever.
6. Teacher asks the students to look at Part 5.  Whiteboard
7. Teacher asks the students to skim through the reading  Whiteboard marker
passage and identify the main ideas of the passage. Pulse Textbook page 79
8. Teacher asks the students to complete the reading (Appendix 1)
passage with the present perfect form of the verbs in
brackets.
9. Teacher assists the weaker students in completing
the task. (Differentiated Strategy #1)

FEEDBACK (2 minutes)
10. Teacher randomly asks some students to read out their
 answers.
11. Teacher discusses the correct answers with the students.

DIFFERENTIATION STRATEGY:

Strategy 1: Differentiate by process

INPUT (2 minutes)

1. Teacher lets the students know that they are going to do

a speaking activity.
2. Teacher asks the students to get into pairs.
3. Teacher asks each pair to ask and answer the questions
from Part 3.

TASK (10 minutes)

 Whiteboard
4. Teacher asks the students to get into groups of 4 to 5.
 Whiteboard marker
5. Teacher distributes a mahjong paper to each of the
 Mahjong Paper
students.
Pulse Textbook page 79
6. Teacher asks each group to choose a type of
POST-LESSON (Appendix 1)
(22 minutes) transportation.
7. Each group needs to brainstorm the function and
benefits of using that type of transportation.
8. Teacher gives the students 10 minutes to discuss and
design their presentation.
FEEDBACK (10 minutes)
9. Teacher asks each group to present their findings in
front of the class.
10. Teacher corrects the grammatical and pronunciation
errors done by the students. (Differentiated Strategy
#2)
DIFFERENTIATION STRATEGY:

Strategy 2: Differentiate by outcome expected

 CLOSURE 1. Teacher asks the students what have they learnt and
(3 minutes)
recalls the lesson learnt.

No extended activity will be given to the students.

EXTENDED ACTIVITY

RESOURCES/ ASSESSMENT FOR

T&L STRATEGIES
TEACHING MATERIALS LEARNING

Mai Strategy: e.g. Collaborative Learning

21st Century Skills:

Think-Pair-Share
Mix-Pair-Share
Gallery Walk
Numbered Heads Together
All Write Round-Robin
1. Whiteboard
Exit Cards
2. Whiteboard marker
Pairs Compare 1. LO 1= Reading Task
3. Pulse Textbook Others: Circle-the-Sage
4. Mahjong paper 2. LO 2= Speaking
i-Think Map: Activity

Circle Map Tree Map

Bubble Map Flow Map
Double Bubble Multi Flow
Map Map
Brace Map Bridge map

HOTS:
Apply
Analyse
Evaluate
Create
TEACHER’S REFLECTION

I delivered a lesson based on the topic transportations. The students can understand the lesson well. The students’ learnt about present
perfect tense and some jobs related to transportations. By the end of the lesson, 18 students were able to write sentences using present
perfect and ever correctly, which is 100% of the class. By the end of the lesson, 18 students were able prepare a presentation about
the function and benefits of using a type of transportation correctly, which is 100% of the class.
 I was very satisfied with the students’ responses and performance during the lesson. All of students participated actively
during the brainstorming session and presentation. All of their opinions were great. One strength that I noticed in this lesson is that
the students were very clear about the instructions and there was more student talk than teacher talk. Reflecting on my teaching, I
should have managed my time better. To address this problem, I should have allocated more time for the post-lesson stage for the
students to prepare for their presentation.

APPENDIX

(Appendix 1 – Pulse Textbook page 79)