This lesson plan summarizes a 30-minute English lesson for Year 1 students focusing on writing. The lesson objectives are for students to copy and write simple sentences neatly and say and spell words correctly. The lesson includes reading, matching, and writing activities using pictures and word cards. Students are divided into groups for the activities. The teacher guides the weaker group and praises students. The assessment is through observation. In her reflection, the teacher identifies strengths like student engagement but also weaknesses such as instructions being too long and seating arrangement. She plans to improve by having students act as models and doing activities in groups.

1. Macroteaching Lesson Plan
Date: 10 November 2011(Thursday) Time: 11.30-12.00noon
Duration: 30 minutes Theme: World of Story
Topic: Chad the Milkman Focus: Writing
Learning Standards: 3.1.2 (f) - Able to copy and write in neat legible print.
3.2.4 - Able to spell and common sights words and
seen words.
Objectives: By the end, of the lesson, pupils should be able to:-
a) copy and write simple sentences neatly;
b) say and spell the words correctly.
Activities :
Time Duration Activities Remarks
Reading activity
Pictures: chicks ,
5 minutes 1. Teacher shows pictures on the whiteboard. ducks, yam, farm, and
2. Some pupils recognized the pictures and say out kid
the names.
3. Teacher shows the word cards next to the Word cards: ducks
pictures.
yam farm
4. Pupils say the words with correct pronunciations.
kid chicks
Pictures and word
Reading and matching activity cards
10 minutes 1. Pupils are divided into 2 groups. One person
from each group will work in team to match the
pictures to word cards within time given by the

2. teacher (10 seconds). And the next group will
appoint their friend to do the same task.
2. The fastest group will be the winner.
3. Teacher praises pupils for the co-operation. Enlarge written texts
4. Teacher shows enlarge written texts on a piece
of white paper and stick the pictures next to the Pictures
enlarge text.
5. Pupils listen while the teacher reads.
6. Pupils read the text whilst substituting words for
pictures.
Writing activity
1. Teacher had prepared 3 kinds of worksheet for Worksheets for each
different abilities. group
10 minutes 2. Pupils are given each worksheet according to
their groups.
3. Pupils do the activity together as to encourage
them to help each other.
4. Teacher guides the weak group.
5 minutes Closure
1. Teacher introduces the song “ Old MacDonald” Song “Old Macdonald"
and also list some animals that are familiar to
them: cats, ducks, chicken, cows.
Cross Curricular elements/ Educational emphasis : Verbal linguistic
Teaching Aids: Word Cards, Picture cards, Enlarge written texts, guitar, white board,
marker.
Assessment: Observation
Refleksi : Selepas membuat penggambaraan dan pemerhatian, saya dapati
kekurangan yang dikenalpasti semasa pengajaran dan pembelajaran Bahasa Inggeris
Tahun 1 SK Melansai, Serian.

3. Kekurangan
1. Murid kurang faham dengan arahan yang saya gunakan kerana masalah
penggunaan Bahasa Inggeris. Dari pengamatan saya, murid kurang berinteraktif dan
berkomunikasi terutamanya dalam penggunaan Bahasa Inggeris yang mudah.
2. Penyusunan tempak duduk yang agak ke depan membuat murid yang di depan
mendonggak dan keletihan.
3. Tulisan dalam Bahan Bantu Mengajar kecil terutamanya untuk murid yang duduk di
belakang.
4. Semasa pengakhiran P&P, saya sepatutnya mengakhiri P&P pada pagi itu dengan
nyanyian dengan memainkan alat muzik(gitar).
Kesimpulannya, kelemahan yang saya dapati dari sesi pemebelajaran dan pengajaran
ini berpunca dari beberapa faktor:
a) Penggunaan masa yang tidak tepat
b) Arahan yang kurang jelas dan tiada penegasan
c) Bahan Bantu Mengajar kurang menarik dan kecil jika dilihat dari belakang kelas
d) Persediaan yang kurang dan tidak menarik
e) Persekitaran yang kurang selesa – tempat duduk sempit.
Kelebihan
1. Saya dapati ramai murid yang duduk di depan dapat membaca Bahasa Inggeris bila
melihat ayat atau perkataan yang mudah.
2. Murid dapat menyebut perkataan dengan jelas setelah menggunakan segmenting
dan blending dalam konteks phonic dan phonetics.
3. Pemahaman yang ketara setelah murid melihat kawannya sebagai model di depan
semasa membuat aktiviti di dalam kelas. Maka semangat keyakinan diri terbentuk.
4. Aktiviti penulisan yang ringkas dan menarik minat murid untuk belajar dan membuat
latihan yang diberikan.
5. Semangat untuk bantu membantu berjaya disemai sejak dulu.
Penambahbaikan
“The best teacher is the one who suggests rather than dogmatizes, and inspires his
listener with the wish to teach himself”. ~Edward Bulwer-Lytton

4. “A truly special teacher is very wise, and sees tomorrow in every child's eyes”. ~Author
Unknown
Berdasarkan ayat yang diungkapkan oleh cendikiawan-cendikiawan dunia tugas
sebagai gur sebenarnya amatlah menyeronokkan. Untuk refleksi kali ini eknik
pengajaran yang saya pilih ialah dari aplikasi mudah kepada sukar iaitu saya
berdasarkan teori Taksonomi Domain Kognitif Bloom ( Boom et al. 1989 ). Melalui
tingkahlaku murid seperti berfikir, merasa dan bertindak maka penyusunan objektif
mengikut keupayaan murid dari mudah kepada susah. Aktiviti ini membolehkan
pengajaran dapat dijalankan dengan lebih sistematik dan berkesan. Sebelum sesi
pengajaran berlaku saya sepatutnya lebih bersedia dan merancang Rancangan Harian
dengan lebih rapi(tetapi kali ini agak gementar kerana tidak pernah di ambil video
mengajar secara „live‟)Penyusunan idea yang lebih kreatif dan membina untuk aktiviti
dan ketepatan masa sangat perlu saya kaji sebelum dan ketika merancang pengajaran
yang hendak saya laksanakan. Apabila diimbas kembali pengajaran saya itu, terlalu
banyak perkara yang perlu saya perbaiki untuk setiap sesi pengajaran ini. Saya akui
kelemahan saya malah akan cuba perbaikinya dari masa ke semasa agar setiap
pengajaran berlaku dengan lebih bermakna, memberi impak dan berkesan.
PRISCILLA ANAK NELUS
D2O1O2O42629
760214135456

5. MICROTEACHING
Classroom Research
Reflect on the following :-
For my first microteaching I have chosen Year 1 of SK Melansai (multiple intelligence class)
Class: Year 1 Date : 02 November 2011
Subject: English Language Time allocation : 10 minutes
Topic: Chad the Milkman
Theme: World of Stories
Focus : Listening and Speaking
Learning Standard: 1.1.1 Able to pronounce words and speak confidently with the correct
pronunciation
1.1.4 Able to talk about a stimulus with guidance
Audio Visual Aid: Picture of a duck and train
Objective: By the end of the lesson pupils will be able to say the names of the pictures and listen
to the instructions.
Instructions and Modelling :
My instructions during first stage was clear, good, simple and with gesture. I eliciting language-
gestures and pupils respond. The pupils were able to accomplish the tasks given to them amid in
the beginning it seems a failure. Besides projecting the instructions clearly, pupils were also able
to listen and say the words ch and qu correctly. The answers given by pupils weren’t correct but
to build their confidence in English is important especially the young learners. As a teacher, it is
obligation to be a model in order to help pupils gain understanding. The instructions being used
were clear and simple such as – Stand up, move to the side, to choose side for ch and qu sound,
given example to get pupils attention.

6. Teacher/student centered :
During my teaching, I noticed that I should give ample time and less info given to them so that
pupils will think more. I should let pupils observed first everything and let them do the activities
on their own.
Activities
The activities were simple. It was understandable by pupils. Some of the pupils were motivated
by the activity. They enjoyed doing it and even interested in the activity.
Strengths
During my whole process of microteaching, I conveyed words of praising most of the times to
show to the pupils even though they were wrong. This is how I try to boost the confidence and to
establish their positive attitude towards their failure when giving answers or responds. Instilling
Weakness
I noticed that I talked and gave instructions too much. Given pupils less movement but sitting
around seems bored them.
Improvement
My conclusions are after observing my own microteaching;
1. I should ask one pupil to act as a model. This is the best way for the others (pupils) the feeling
of anticipation and to develop their confidence.
2. When doing “Whispering Game”, pupils should be divided into groups and let them do the
activity independently after seeing their friends being a model.
PRISCILLA ANAK NELUS
D2O1O2O42629
760214135456