MARA UNIVERSITY OF TECHNOLOGY

METHODOLOGY IN TEACHING WRITING (TSL 592)

MICROTEACHING (LESSON PLAN)

GROUP MEMBERS: ZUBAIDAH BINTI JAMALUDDIN NOOR AZREEM BINTI AB AZIZ SHAHRIZAL BIN SHAARI 2007295342 2007295328 2007295424

220U 6G

LECTURERS NAME: MR. MAHADI KAMALUDDIN

LESSON PLAN Form Level Theme Topic : Form 4 Date : 31st March 2010 : Advance Time : 9.00a.m-9.30a.m : Social Issues : Facing Teenage Blues (chapter 9)

 OBJECTIVE:
Students will know how to write an essay.  LEARNING OUTCOMES: Students should be able to: 1. To identify and explain the intended messages in the pictures shown in set induction. 2. To write an essay based on the points that students have drafted in a mind map. 3. To present the essay that they compose. 4. To point out the mistakes in the essay (ex; grammar, spelling)  MORAL VALUES: 1. Kindness 2. Respect 3. Love 4. Honesty 5. Moderation 6. Gratitude  EDUCATIONAL EMPHASES: 1. Thinking skills. 2. Multiple intelligence 3. Values and citizenship. 4. Preparation for the real world  INSTRUCTIONAL AIDS: 1. Pictures 2. Mahjong Papers  LANGUAGE CONTENTS: 1. Word lists 2. Grammar

 PREVIOUS KNOWLEDGE(S): 1. Students have done a mind map on this topic; Facing Teenage Blues 2. Students have been introduced on how to write an essay using mind map.  REFERENCES: 1. Ministry of Education (2009). Form 2 Textbook Bahasa Inggeris.Cerdik Publication Sdn.Bhd, Shah Alam. 2. Huraian Sukatan Pelajaran Malaysia, Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah BAHASA INGGERIS 2000 website (BI%20Tingkatan%202.pdf)  TEACHING PROCEDURE: Stages Pre-Writing (5min) Instructional Activities 1. Teacher greets the students. 2. Teacher shows pictures to students; these pictures are about the problems that teenagers always undergo in their life. 3. Teacher asks students responses and feedbacks; what messages do they get from the pictures. y y Learning Activities Students greet teacher Students pay their attention to the pictures, so that they can identify the intended messages. Students respond to teachers by giving their feedback and views

While-writing Activity 1 (10min)

1. Teacher shows a mind map that students already did during previous class; recaps a bit. 2. Teacher asks students to form 3 groups; stay in the same group like in previous class. 3. Teacher assigns each group to write a body paragraph on the main subtopic of previous class mind map; Teenage problems, effects and the solutions. 4. Teacher also provides an example of the introduction part of the essay. 5. Teacher gives students 10 minutes to compose a paragraph and asks them to write it down on mahjong paper.

y y y

y y

Students recap the points that they have jotted down. Students form 3 groups Students listen to teachers instruction. Students discuss within their group members and compose Students do the composition Students send one representative to present their completed paragraph

6. Teacher monitors the composition process. 7. Teacher asks each group to send a representative to present their composition in front and paste their works on the board.

Post writing (5min)

1. Teacher asks one representative y from each group to check the other groups essay in term of; spelling, grammar and sentence structures 2. Teacher gives feedback. y 3. Teacher asks students to copy the essay that had been edited in their exercise books. y 4. Teacher recaps and summarizes the lesson y

Students pay attention and take note on the mistakes that they have done Students send one representative check their friends essay. Students copy the right essay in their exercise books Students recap the lesson

 FOLLOW-UP ACTIVITY: Your friend is having a problem of coping up with his time management. He always sleeps during class hours and feels stress during examination time. Write a letter of advice to him so that he can succeed in his study. Your letter should be more than 150 words.  SELF-EVALUATION

 SUPERVISORS COMMENT