Steps/Duration (Instructional Events)

Content

Teacher’s Activity

Student Activity

Instructional Media

Generic Skills

Step 1

15 minutes

(Presenting Stimulus Material)

Grammar

Teacher gives out the worksheets and instructs students to do the task individually.

Students do the task individually.

Worksheet

CCTS

Making deductions

Multiple Intelligences

Logical

Verbal-linguistic

Intrapersonal

Step 2

15 minutes

(Providing Learning Guidance)

Grammar

1. Teacher goes through the answers with the students.

2. Teacher discusses the answers with the students.

3. Teacher instructs the students to read the complete text aloud.

1. Students respond appropriately.

2. Students read the text aloud.

Worksheet

CCTS

Justifying

Multiple Intelligences

Logical

Verbal-linguistic

Interpersonal

Step 3

15 minutes

(Informing Learner of the Adjective)

Grammar

1. Using the text, teacher asks students to write an essay of about 200 words.

2. Before writing, teacher discusses how the text can be expanded.

Students discuss orally with teacher.

Worksheet

Mahjong paper

CCTS

Making deductions

Multiple Intelligences

Verbal-linguistic

Interpersonal

Step 4

10 minutes

(Providing Learning Guidance)

Writing narrative texts

Teacher tells students how to write a narrative text.

Students listen.

CCTS

Making links

Multiple Intelligences

Verbal-linguistic

Intrapersonal

Step 5

25 minutes

(Enhancing Retention and Transfer)

Story writing

Teacher instructs studenys to write the essay.

Students write the essay individually.

CCTS

Arranging information

Multiple Intelligences

Verbal-linguistic

Intrapersonal

Steps

Activities

Lead-in

1.      Give out Bingo cards.

2.      Call out a verb (the present tense form) e.g. walk.

3.      (Students are to cross out the past tense form of the verb).

The winner is the one who has crossed out the words vertically, horizontally or diagonally. He must call out “ Bingo” to win the game.

The Bingo card (no two cards are the same) e.g.

Step 1

1.      Give out worksheets.

2.      Tell students to do the task.

Step 2

1. Discuss the answers with students.

      1.  C  -  fishing

      A gerund is needed here and not verbs, the others are all verbs.

2. B  -  was

      The text is talking about an incident which has already happened. Thus the verb ‘was’ is the

      answer as the subject of the sentence. ‘It’ is singular.

3. A  -  suddenly

          The most appropriate adverb to indicate that the scream came unexpectedly.

4. B  -  frightened

           An adjective is used here to describe the condition the boy is in.

5. D  -  has fallen

The present perfect is used because the situation occurred at some unspecified time in the past and also the fact that it is spoken by the little boy (note the speech marks).

6. C  -  into

           The most appropriate preposition of movement.

7. D  -  towards

           The most appropriate preposition of direction.

8. D  -  had fallen

The past perfect is used because the situation occurred at some unspecified time in the past and also because this text is about an incident which has already happened.

9. D  -  was struggling

           The past continuous is used to express the activity that was in progress.

10. A  -  took

           The simple past is used.

3.      Call a few students to read the complete text aloud.

Step 3

1. Give the task to the students.

Task: Write a story of about 200 words. Use the text to help you. Make your story as interesting  

                     as possible.

2. Stick the mahjong paper containing the complete text on the board.

3. Ask guiding questions to help students to expand the points.

     Eg: 1. Who do you think Kamal and Hashim are? (friends/brothers/classmates)

           2. Why did they want to go fishing? (felt bored/hobby)

           3. How did they go there? (cycled/by bus)

                       4. Who else went with them?

                5. What kind of scream did they hear? (a scream for help/distressed/frightened)

                6. How old was the boy?

                7. What was he wearing?

                     And so on.

Note: The discussion may take more than 15 minutes.

Step 4

Discuss with students how a narrative essay is written:

 - in paragraphs

 - use connectors to link the ideas to make the story coherent

 - use the past tense when writing

 - use lots of adjectives for descriptions

Step 5

Tell students to write the essay.

(Do not do it as homework as students need to practice writing within that time.)