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Date : 18th April 2011

Time : 2:00 – 2:40 pm (40 minutes)


Class : Form 4PA
No. of students : 41 students
Proficiency level : Low-intermediate
Topic : Grammar (Subject-Verb Agreement)
Theme : Looking Up Lifestyle
Curriculum Specification : 2.0 Informational
Level 1
Scanning for details.

2.1 Obtain information for different purposes by


a. reading materials in print such as articles
Processing text read by:

Previous knowledge : Students have been exposed with subject-verb

agreement before.

General objective : At the end of the lesson, students should be

able to understand the use of subject-verb


agreement

Learning Outcomes : By the end of the lesson, students should be

able to :

1. Underline 10 out of 15 correct verb form in the

sentences.

2. Underline 7 out of 10 verb errors and

rewrite the correct sentences in the space


provided.

Moral values : Valuing diversity

References : Ministry of Education, Malaysia. (2003).


Curriculum Specifications for English
Form 4. Kuala Lumpur: Dewan Bahasa
dan Pustaka.
Stage / Time Activity / Content Presentation / Rationale

Set Induction Whole Class Activity 1. Teacher gives instructions.


(5 minutes) 2. Teacher asks for feedback
Instructions : to check students’
1. Look at the poster. understanding of the
instructions given.
Questions : 3. Teacher asks students a
1. Based on the adjectives given, few questions based on the
which one is the adjective that topics
best describe the situation in 4. Teacher gives feedback
the poster? and relates this to the
lesson.

Teaching aids : Rationale :

1. White board o To attract and focus


2. Poster students’ attention to the
3. Cue card lesson.

Presentation Instructions : 1. Teacher distributes the


notes that contain the rules
(15 minutes) (Refer to Appendix I) of subject-verb agreement.
2. Teacher gives explanation
to the students.
3. Teacher’s gives example
Teaching Aids : on how to use subject verb
agreement.
1. White board 4. Teacher asks students
2. Notes questions to ensure their
understanding.

Rationale:

o To give an adequate input


on subject-verb agreement
to students.

Practise / Stage I Individual Activity 1. Teacher distributes


Worksheet 1 to students.
(5 minutes) Instructions : 2. Teacher gives instructions.
3. Teacher facilitates and
1. Work on your own discusses the answers with
2. Underline the correct verb form the class.
in each of these sentences.
3. You have 5 minutes to finish
the task. Rationale :

o To provide practise to the


Teaching aids : students.
o To evaluate students’
Worksheet 1 (Appendix II) understanding on the input
given.

Practise / Stage II Pair work Activity 1. Teacher distributes


Worksheet 2 to students.
(10 minutes) Instructions : 2. Teacher gives instructions.
3. Teacher facilitates and
1. Work with a partner. discusses the answers with
2. Read the passage carefully the class.
and there are 10 verb errors.
Underline the 10 verb errors
and rewrite the correct Rationale :
sentences in the space
provided. An example has o To provide more practise.
been given to you. o To inculcate moral values.
3. You have 10 minutes to finish
the task.

Teaching aids :

Worksheet 2 (Appendix II)

Closure Questions : 1. Teacher asks students


questions about what they
( 5 minutes ) 1. What have we learned today? have done so far.
2. What is subject-verb 2. Students answer the
agreement? questions orally.
3. Teacher reviews the
teaching point and
concludes the lesson.

Teaching aids :
Rationale :
Mahjong paper.
To summarize the teaching point
and conclude the lesson.

Teacher’s comment: Lecturer’s comment:


APPENDIX I

INPUT
APPENDIX II
WORKSHEET 1
Underline the correct verb form in each of these sentences. An example has been given to
you.

Example:
1. The carpet (has/have) so many stains on it that it (need/needs) to be replaced.

2. Mr. and Mrs. Lim (has/have) moved in next door to us.

3. Two cars and a coach (was/ were) involved in the motorway accident.

4. My neighbour (play/plays) his music so loud that the walls almost (vibrate/vibrates)

5. The two boys (drive/drives) each other’s cars.

6. She (want, wants) to serve cakes and pastries at afternoon tea on the terrace.

7. Your cousin (run, runs) faster than anyone else on the team.

8. Our chauffeur (wash, washes) our limousine and (wax, waxes) it beautifully.

9. Dreams can never (cause, causes) actual harm; they’re just imaginary.

10. The mocking bird (live, lives) in a tree.

11. The plot (turn, turns) on the actions of the villain.

13. They (wander, wanders) into the green valley.

14. The logs (crackle, crackles) cheerfully on the fire.

15. He (jump, jumps) over the fence.


APPENDIX III
WORKSHEET 2
Read the passage carefully and there are 10 verb errors. Underline the 10 verb errors and
rewrite the correct sentences in the space provided. An example has been given to you.
There are many ways people around the globe express their love for each other. As unique as
each person’s experience is of love, each culture have its own traditional way of expressing these
feelings.

China, the world’s most populous nation have one of the richest traditions regarding love. Before
the discovery of Valentine’s Day, the Chinese already had two days set aside for expressing love. It is the 5
story of two lovers-he, a cowherd and she, a weaver – who could meet only once a year on a bridge
formed by magpies. This day then became known as Qi Qiao Jie. Today, young lovers gathers on bridges
in parks all over the country to celebrate this day.

Meanwhile in Thailand, traditionally, young girls who is being courted are accompanied by family
members who gather on the brightly lit front porches of their homes. This is the signal for the suitors to 10
introduce themselves. The suitor approach, accompanied by one or more male friends. If the girl’s family
is impressed, they may allow the suitor to sing a song in her honour.

As for Portugal, ancient courting traditions from the north of Portugal portray the female lover as a
spinner. According to legend, while embroidering linen handkerchiefs, the woman transfer her feelings for
her beloved to the cloth before sending it to him. The day of love differs for each girl, occurring when she 15
finish embroidering her handkerchief.

If the young man wore the handkerchief around his neck on his Sunday walk, it was considered a
public acknowledgement of his commitment to the sender. If he did not want to pledge himself to her, he
would return the handkerchief.

Romance in Mexico has a sweeter and more harmonious side. The custom of serenading a loved 20
one is rooted deeply in Mexican culture. At night, the suitor visit his beloved’s home with a group of
musicians. They sings love songs until she comes out to receive her suitor. If she fails to appear, she
have rejected his suit.

Example:

1. each culture have its own traditional way should be each culture has its own traditional way

2._______________________________________should be _______________________________________

3. _______________________________________should be _______________________________________

4. _______________________________________should be _______________________________________

5. _______________________________________should be _______________________________________

6. _______________________________________should be _______________________________________

7. _______________________________________should be _______________________________________

8. _______________________________________should be _______________________________________

9. _______________________________________should be _______________________________________

10. _____________________________________ should be ______________________________________

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