Shyl's TSL641 - Yes It's My Blog ;)

*this Lesson Plan was edited on 28 November 2012

PART 1: PRELIMINARIES

Form: Four

Level: Upper-Intermediate

Time: 70 Minutes (two-period session)

Theme: Health

Topic: Ablutophobia

Language Content: Writing skills - Elaborating the Main Ideas

General Objective:

To enable students to use technology to construct an expository essay.

Learning Outcomes:

By the end of the lesson, students should be able to:

Moral Values:

Educational Emphases:

Technological Prerequisites:

A room equipped with computers, for example, a computer lab. (The computers should cater to 1 to 2 students per unit)
Accessibility to the Internet
Each student is required to have a Google email account.
A cordless microphone and speakers (if necessary - in case the room is big and students are far from each other, teacher needs to make sure that all of them could listen to his/her instructions)
A white board and LCD projector

Websites:

Other references:

Harmer, J. (2004). How to teach writing. Edinburgh: Pearson Education.
Lee, A., Roberts, L. & Chew, M. (2006). KBSM English form 4 (p70-73). Johor Bahru: PGI Cipta.
Curriculum Specifications for English Form 4 (2003), Pusat Perkembangan Kurikulum, Kementerian Pendidikan Malaysia.

Previous Knowledge:

Students have already been introduced to the general format of expository essays.
Students are fairly competent Internet users.
Students can use Microsoft Office Word to do work.

PART 2: TEACHING PROCEDURE

Set Induction (5 Minutes)

Teacher recapitulates on the previous lesson.
Teacher begins the lesson by showing a video on youtube about ablutophobia.
From the video shown before, teacher asks students to guess the meaning of the word itself.
Teacher give a brief explanation about the scientific term 'ablutophobia' to students.

Preface (10 Minutes)

Development (50 Minutes)

Activity 1

Teacher instructs students to open a new tab and browse for the selected websites.
Teacher gives students a few minutes to read the text materials.
Teacher checks if students do not understand certain words or terminologies present inside the text materials.
Teacher discusses with students about the causes and effects of ablutophobia.
Teacher asks for students' response about the treatments done to cure ablutophobia.
Teacher asks students to list down the main ideas obtained from the discussion on the white board.
By using the main ideas listed previously, teacher explains to students on how to elaborate the points retrieved from the websites visited according to the general format of an expository essay.
Teacher also explains to students about the characteristics of the formal writing style.
Teacher encourages students to ask questions if they do not understand his/her explanations.

Activity 2

The class is divided into groups; each group may consist of 4 to 5 members.
Each group needs to select and construct a paragraph that serves as a part of an expository essay (introduction, paragraph 1, 2, 3 and conclusion). This is done by using Microsoft Word.
The first group member writes the sentence(s) first. Then, they need to upload the word document on Google Drive and share it with the second group member.
The second group member will receive an e-mail from the first member. The second member then edit the document by adding more sentences from the first one. To do the editing, drag the mouse and click file; move the cursor down to open with and click on Google Documents. Next, this second member will share the edited document with the third group member.
The same process is repeated until the edited document reaches the last member of the group. After adding on the last sentence(s), the last member shares the completed paragraph with the teacher.
Students may comment on their friend's work, and send the document back to the member who constructed the previous sentences.

*Each student needs to know the e-mail address of

Activity 3

Teacher should receive e-mails from the groups assigned.
Teacher open the documents; copy and paste each of the paragraphs on a new document to form an essay.
Teacher discusses about the essay with students. Corrections and explanations are provided where they are needed.
Teacher shares the complete essay with the whole class for future revisions.

Conclusion (5 Minutes)

Students are encouraged to summarize and explain about the lesson learnt for today.
Teacher assigns students with a follow-up activity.

PART 3: END MATTERS

Follow-Up Activity:

Students are assigned to write a blog post about any other types of phobia. They may insert pictures, videos or other relevant materials to make their post interesting.

Students are assigned to create a fact sheet describing any other types of phobia. They may use either Microsoft Word or Microsoft Publisher to add visuals to their fact sheet.

*Examples of phobia are given to students; such as,