Lesson plan

2. Week 1 (Alpha) Date: 27th
July – 31st
July 2015
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY Eid Celebration 2015 in MRSM Kuantan
Ice breaking session with mentors, teachers and students
TUESDAY Formal
Introduction
(Morning
Call)
Observe
3D
Observe
3A
Observe
4C
Warden
meeting
WEDNESDAY Observe PT3
Listening Test
Observe
3A
Lesson
Preparation
SPM Intensive
Program (Form
5 students)
THURSDAY Teach 4C
(Ice Breaking)
Observe
3A
Reading
session
4D/4E/4F
Invited to Eid
Celebration at
MS Garden
Hotel, Kuantan
FRIDAY Teach 4E
(Ice Breaking)
Observe
4C
Observe
3D
Motivational
Talk – Cempaka
Camp Resort
Week 2 (Beta) Date: 3rd
August – 7th
August 2015
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY Observe 3A
[Oral Test]
Observe
3D
TUESDAY Observe 3D
[Oral Test]
Observe
3A
Warden
meeting
WEDNESDAY Observe
4C
Observe
3A [Oral Test]
Reading
session
4D/4E/4F
Lesson
Preparation
Night Class
[Oral Test
Preparation]
THURSDAY Teach 4E
(Descriptive
Writing – Intro)
Observe
3D [Oral Test]
Reading
session
4A/4B/4C
Night Class
[Oral Test
Preparation]
FRIDAY Observe
4E
Teach 4C
(Descriptive
Writing – Intro)
Preparation
for English
Camp
SATURDAY English Camp in collaboration with Sekolah Kebangsaan Galing
Facilitator : English Motivation Club (EMC)

3. Week 3 (Alpha) Date: 10th
August – 14th
August 2015
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY UNGA
Preparation
(4E – Armenia)
Observe
3C
Reading
session
1A/1B/1C
Invited to Eid
Celebration at
Bank Rakyat,
Kuantan
TUESDAY Teach 1B
(Explanation Essay)
Observe
3D
Observe
3A
Reading
session
4A/4B/4C
Warden
meeting
WEDNESDAY UNGA
Preparation
(4C – Cameroon)
Observe
3A
Lesson Preparation Teachers’
Monthly
Meeting
THURSDAY Teach 4C
(UNGA
Preparation)
Teach 2D/2E/2F
(Documentary
MH370)
Reading
session
4D/4E/4F
FRIDAY Teach 4E
(UNGA
Preparation)
Teach 4C
(UNGA
Preparation)
Observe
3D
UNGA
Preparation –
Collect
equipment
Week 4 (Activity Week) Date: 17th
August – 21st
August 2015
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY Formal Assembly
(Activity Week Opening
Ceremony)
Fire Emergency
Simulation
Durian Fest Night
Market
TUESDAY Career Seminar
in collaboration with UMP / KPMIM / Monash University / University of Queensland,
Brisbane
WEDNESDAY Casual Sports
Tournament
Drama Competition Independence
Day Celebration
THURSDAY UNGA (United Nation General Assembly) Judge for Choir /
Choral Speaking
Competition
FRIDAY PT3 Intensive Program
Venue: Holiday Villa Cherating, Kuantan

4. Week 5 (Beta) Date: 24th
August – 28th
August 2015
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY Teach 1B
(Grammar
Exercise)
Observe 3A
[Oral Test]
Observe
3D
Lesson
Preparation
TUESDAY Teach 1B
(Grammar
Exercise)
Observe 3D
[Oral Test]
Observe
3A
Warden
meeting
WEDNESDAY Observe
4C
Observe
3A [Oral Test]
Reading
session
4D/4E/4F
THURSDAY Teach 4E
(Preparation for
Oral Assessment)
Observe
3D [Oral Test]
Reading
session
4A/4B/4C
SPM Intensive
Program
(Essay writing)
FRIDAY Observe
4E
Teach 4C
(Preparation for
Oral Assessment)
Week 6 (Alpha) Date: 31st
August – 4th
September
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY Independence Day Holiday
TUESDAY Teach 1B
(Information
Transfer Exercise)
Observe
3D
Observe
3A
Reading
session
4A/4B/4C
Warden
meeting
WEDNESDAY Drama [Oral
Assessment] 4E
Observe
3A
Lesson Preparation Teachers’
Monthly
Meeting
THURSDAY Drama [Oral
Assessment] 4C
Teach 2F
(Error Identification
Exercise)
Reading
session
4D/4E/4F
FRIDAY Drama [Oral
Assessment] 4E
Drama [Oral
Assessment]
4C
Observe
3D

5. Week 7 (Beta) Date: 7th
September – 11th
September
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY MRSM Standardised Test
TUESDAY MRSM Standardised Test
English (Form 3)
Invigilate
Work on E-Portfolio
WEDNESDAY MRSM Standardised Test
English (Form 2)
Invigilate
Lesson Preparation Warden
meeting
THURSDAY Work on E-Portfolio MRSM
Standardised
Test
Mathematics
(Form 1)
Invigilate
FRIDAY Teaching 4E
(Discuss Exam
Questions)
Teaching 4C
(Discuss
Exam
Questions)
Observe
3D
Week 8 (Alpha) Date: 14th
September – 18th
September
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY Attend MARA College Alumni Dinner
Venue : Everly Hotel, PutrajayaTUESDAY
WEDNESDAY Malaysia Day Holiday
THURSDAY Teaching 4C
(Writing a
Report)
Reading
session
4D/4E/4F
FRIDAY Teaching 4E
(Writing a
Report)
Teaching 4C
(Report
Writing
Exercise)
Observe
3D

6. Week 9 (Beta) Date: 21st
September – 25th
September
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY
Mid-Term Holiday
(Eid-ul Adha Celebration)
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Week 10 (Alpha) Date: 28th
September – 3rd
October
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY Teach 1B
(IGCSE Practice)
Observe 3A
[Class
Streaming]
Observe
3D
Lesson
Preparation
TUESDAY Teach 1B
(IGCSE Practice)
Observe 3D
[Class
Streaming]
Observe
3A
Warden
meeting
WEDNESDAY Observe
4C
Observe
3A [Class
Streaming]
Reading
session
4D/4E/4F
THURSDAY Teach 4E
(Phrasal Verbs)
Observe
3D [Class
Streaming]
Reading
session
4A/4B/4C
Preparation
for English
Camp
FRIDAY Observe
4E
Teach 4C
(Phrasal Verbs)
English Camp with Aborigines in
Rompin, Pahang
SATURDAY English Camp with Aborigines in Rompin, Pahang
Organised by : English Motivation Club, MRSM Kuantan

7. Week 11 (Beta) Date: 5th
October – 9th
October
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY Teach 1B
(Adjectives
Exercise)
Observe
3D
Lesson
Preparation
(Jonathan’s
Observation)
TUESDAY Teach 1B
(Adjectives
Exercise)
Observe 3D
[Class
Streaming]
Observe
3A
School
Assembly
WEDNESDAY Teach
4C (Summary
Writing)
Observe
3A [Class
Streaming]
Reading
session
4D/4E/4F
THURSDAY Teach 4E
(Summary Writing)
Observe
3D [Class
Streaming]
Reading
session
4A/4B/4C
PT3 Intensive
Program
(Essay writing)
FRIDAY Teach
4E (Summary
Writing)
Teach 4C
(Summary
Writing)
Week 12 (Beta) Date: 12th
October – 16th
October)
DAY
PERIOD
1
7.30 – 8.05
2
8.05 –
8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY Teach 4C
(Summary)
Observed by
Jonathan
Newton
PT3 Exam for Form 3 Reflection on
the
observation
with Jonathan
and Mentor
Lunch with
Dr Jonathan
TUESDAY Teach 1B
(Preparation for
Examination)
PT3 Exam for Form 3 Warden
meeting
WEDNESDAY Public Holiday
New Year in Hijri Calendar
THURSDAY Teach 4E
(Summary)
PT3 Exam for
Form 3
Reading
session
4A/4B/4C
FRIDAY Teach 4C
(Final Exam
Preparation)

8. Week 13 (Alpha) Date: 19th
October – 23rd
October)
DAY
PERIOD
1
7.30 – 8.05
2
8.05 – 8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY One day leave
(MC)
TUESDAY Teach 3D
(Summary
IGCSE)
Teach 3A
(Summary
IGCSE)
Warden
meeting
WEDNESDAY Teach
4C
(Argumentative
Essay)
Teach 3A
(Summary
IGCSE)
Reading
session
4D/4E/4F
Lesson
Preparation
THURSDAY Teach 4E
(Argumentative
Essay)
Teach 3D
(Summary
IGCSE)
Reading
session
4A/4B/4C
Preparation
for
Graduation
Day
FRIDAY Graduation Day
Form 5 Students
Responsibility : Registration Committee
Week 14 (Beta) Date: 26th
October – 30th
October)
DAY
PERIOD
1
7.30 – 8.05
2
8.05 – 8.40
3
8.40 –
9.15
4
9.15 – 9.50
5
9.50 –
10.25
6
10.45 – 11.20
7
11.55 –
12.30
8
12.30 – 1.05
EXTRA
CURRICULAR
MONDAY Invigilate 4C
Final Year
Examination
Invigilate 4E
Final Year
Examination
Night Class
(Preparation
English
Paper)
TUESDAY Teach 1B
(Reading
Comprehension
Work on E-Portfolio Teach 2F
(Reading
Comprehension)
Warden
meeting
(Farewell
Event)
WEDNESDAY Teach 2B
(Reading
Comprehension)
Work on E-Portfolio English
Department
Farewell
Event
THURSDAY Farewell Event Invigilate
Form 4F
Final Year
Examination
FRIDAY
Farewell Event by English Department

9. Evidence of professional learning
Unique features of the learners of a home class
‘One of the central paradoxes in classroom culture is that treating everyone fairly does not
mean treating everyone the same’ (McGee & Fraser, 2012). In other words, each class is a new
adventure and the variety, challenges and uncertainty that we have to face are of the great joys of
teaching is in every class. For the purpose of this assignment, I will be analysing the unique features
of the learners in my homeclass - 4 Cemerlang. First thing I did when I enter the class was I identify
and look into needs and condition of the learners. Then, I look into possible steps that can be taken to
ensure the needs can be met. From my observation, some of the students (Bashir, Naqeeb, Ainatasha,
Nurul, Syakirin, Asiah) are very responsive and actively participated in the lesson as they are the ones
who will voluntarily answer all my questions in class. While some of them are very timid and quiet
(Bahiyuddin, Faris, Hazim, Asma and Mira) hence, I have to create a supportive environment in class
to make sure learners are not hampered by excessive anxiety. I believe that the use of group work
creates wonders in my class as it will minimising mistakes and lowering the risk of failure in an activity
(Nunan & Lamb, 1996). Thus, the quiet learners were less anxious to perform and not afraid to make
mistakes. It is interesting to point out that Faris, one of the quiet student in class scored the highest
in the class in the trial exam (96%). It raises a question on what is the true indicator of a good English
learner. My mentor, Ms Wan Shahriza added that I should have some personal intervention with
weaker students, maybe arrange additional class for personal consultation to help with specific areas
or tasks. In conclusion, it was a delightful experience teaching this class. I was very fortunate to teach
this wonderful and enthusiastic class as they have also won the best Form 4 class in the school.

11. Curriculum Area: English (Phrasal Verbs) Class: 4 Cemerlang Date of Lesson: 04/09/2015
Number of Students: 23 Duration of Lesson: 70 Minutes
Purpose of Lesson:
To learn phrasal verbs through running dictation. It gets students out of their seats and engages reading,
writing, listening and speaking skills as well as reinforcing students to recognize phrasal verbs in a text.
Context: Grammar
Topic: “Phrasal Verbs”
Strategies: Running Dictation
Key Competencies:
 Thinking
 Participation and contribution
Learning Intention:
 Integrating essential language skills in the activity – Reading, writing, listening, and speaking.
 Learning grammar – identifying phrasal verbs in a text.
 Preparation for Form 4 examination next week
LESSON FRAMEWORK
Lesson sequence: Including deliberate acts of teaching and teacher prompts:
Learning experiences Students’ Activities
Introduction:
1. Discuss the learning intentions
2. Brief introduction of phrasal verbs
3. Pre activity: Teacher explain the rules of
Running Dictation
- Divide the class into pairs
- Ask for specific roles from each pair
(Runner/Writer)
- Make a quick demonstration
 Students co-construct LI.
 Students participate in answering the pre-
reading questions based on their prior
knowledge.
 Students divide themselves into pairs and
specify each roles.
Body:
1. A text is pasted at the back of the class
2. Students are given 15 minutes to complete
the text
3. Students with the fastest and most number of
correct answers win.
4. Post-reading activity: Phrasal verbs exercise
 Students will complete the activity
Conclusion:
1. Check the learning intentions
 Think, share, and discuss the meaning of
the text.
 Linking learning with the learning
intention and identify if they were
successful in learning the intention of the
lesson.
Teacher reflection prompts: How do the students respond? What do I need to do next time? What are my
next teaching lesson? What are my students’ next lesson?

12. Learning objective
Since teaching requires a lot of preparation – physically and mentally, it is useful to outline
the learning objective of the lesson on the lesson plan and make decision of an approach in accordance
to the lesson. After all, lesson plan is a mental structure that ‘might be just the map we need initially’
that guide teachers in the classroom (Thaine, 1996 p.3). The initial intention for this particular lesson
was to teach ‘Phrasal Verbs’. The reason for choosing this grammatical aspect was to follow the
scheme of work which have been prepared since the beginning of the year. However, instead of using
the usual teaching strategy like explaining the rules and give exercise and handouts, I came up with
an idea to adopt an ESOL game ‘Running Dictation’ as an a tool or activity to teach ‘Phrasal Verbs’. My
main learning objective was to integrate essential grammar skills in the activity, which later corrected
as ‘language skills’ by my mentor.
Activating learners’ prior knowledge
Schmitt, Jiang and Grabe (2011) argued that background knowledge can be useful as it can
help learners to increase their comprehension and understanding for the lesson. For this class, I
revisited the common grammatical aspect which is ‘Phrasal verbs’. In order to activate students’
background knowledge, I chose to discuss what they have learned or understand on phrasal verbs. I
also asked them to list down some of the examples of phrasal verbs to the class. Next, I gave them an
exercise to check their understanding on the lesson before the activity. Turns out, the students were
able to come up with examples of phrasal verbs and sample of sentences using the phrasal verbs.
Modifying task
Day (1999, as cited in Gurney, 2004) describes the word ‘teaching’ as ‘education science and
a pedagogical art’ which required ‘more than a craft’ (p. 91). It is a known fact that an effective teacher
is a performer. I made an effort in my teaching to do much more and go beyond the learning intention.
For instance, I realise that the running dictation took 10-minutes and the time allocation is a bit too
long for the students. Hence, I increased the competitive nature of the game by doing a countdown
and compare the work of each group so that they speed up and finish the activity as soon as possible.
Even though it was not a major modification, I believe that teachers should always be aware of the
class and open for flexibility in the lesson.

13. Success criteria
As far as the indication for success criteria is concerned, I have planned to do a post activity
at the end of the running dictation which was looking for phrasal verbs and students have to come up
with their own sentences using the phrasal verbs. Feedback were given immediately after they done
their work because I believe that teacher’s feedback is crucial for students development. Sharing a
parallel view, Bryson and Hand (2007) explained that students are more likely to engage in learning
with positive guidance from the teacher. Hattie (as cited in Gurney, 2007) argued that an effective
feedback should be ‘focussed, appropriate, timely and learning-related’ as it would be ‘the most
powerful single moderator that enhances achievement’ (p.94).
Reflection on teaching decision
Based on Brown & Barnard, (1975, as cited in Nation and Newton, 2009) dictation can be used
after exercise that provide practice in the words or patterns and emphasize the language focus of the
activity (p.61). The main focus of the activity is to get students to remain engaged and interested with
the grammar and have fun at the same time. Therefore, thorough planning is crucial in order to make
sure the activity is not merely just an activity without substance for the students. At the end of the
activity, I got a chance to check on students’ sentence structure to make sure they understand the
usage of phrasal verb in a sentence. Some of the students even confuse between the phrasal verbs
with compound words. Analysing students’ errors is a valuable source of information to understand
their difficulties. It is understandably difficult for them as non-native speakers of English learners to
create written products which can demonstrate their ability to organize the content, to address the
correct audience as well as to demonstrate their linguistic ability in vocabulary, punctuation, spelling
and others (Kepner, 1991). I believe that my teaching decision to focus on grammar component as
well as incorporated an activity to motivate the students have helped to enhance their learning.
Feedback from mentor
Firstly, my mentor complimented my lesson by saying ‘the lesson objectives were defined
clearly’ and students’ curiosity and interest towards the lesson were ‘sufficiently aroused as they are
eager to do the activity’. She added that the activity was interesting and the I managed to prepare a
good follow-up worksheets. However, she commented by saying that I did not utilise the text from
the running dictation activity effectively as she illustrated an example ‘the phrase “go off” appeared
twice in the text, but each carries a different meaning. Not making use of the text would just make
the activity, merely a ‘running’ exercise’. Hui (1997) stated that teachers’ ability to answer all
questions promptly and correctly is highly valued and if they are concentrating on playing games with

14. students or ask them to role-play, then they are not doing their job. I believe that I can avoid these
kind of incidences in the future by carefully planned my lesson and the language goals that I aspire to
achieve for each learning. Blanton, Wood & Moorman (1990) claimed that meaningful learning can be
enhanced when students are exposed to learning activities that aid in the processing of grammar
knowledge at a deeper level (p.174). The most important aspect is the relatedness with the learning,
and the key to rectify my weaknesses is good planning.
Suggestion for future practice
I have heard this quote somewhere which struck me for ages ‘A good teacher is the one who
asks the right questions instead of giving the correct answer’. This sentiment often comes up while I
try to discover the actual meaning of a teacher. This portfolio draws upon the process of constructing
a lesson plan as well as my teaching experience. As suggested by Pollard (2002), there is need for the
teachers to reflect on their teaching experience in order to be self-aware and a key part of teacher
growth. Sharing a parallel view, Schon (1987) also utters that reflection helps teachers to improve
their teaching, moving them beyond the development of students' grammatical English proficiency to
a broader perspective of teaching as a creative problem solving endeavour. Compiling this portfolio
helps me to realise the importance of planning, so that in the near future, I should be able to construct
a clear and realistic learning objective and the language-focused that I aimed for. Other than that, the
key of an effective teacher is to be aware and consider the learners’ need in the lesson. In a classroom,
the diversity of personalities further emphasizes the need of knowing how to cater to the needs of
your students. As I pointed before, timid and active learners react differently, hence, it is important
to maintain fairness in the classroom.

16. Letter to the juniors
Dear juniors,
As a teachers, specifically from the new lots, I am constantly faced with new challenges, ideas
and discoveries. It is expected that I am able to react accordingly to it, preferably in a manner that can
both benefit ourselves and our students. Throughout my three-months teaching practicum, I have
learned that the ability to self-reflect and capacity to ponder upon the purpose of each lesson in
introspect will be of great service to us. It is, through these ongoing reflections, we are able to learn
and make changes in our practice when necessary. In conjunction to the reflection of my own
experience, there are two key areas in which I believe would be of importance for the next batch as
their preparation before their teaching practicum, which are professionalism and adaptation of New
Zealand learning into Malaysian curriculum and culture.
My first advice to my junior is you need to show a high degree of professionalism to your
colleagues as well as the students. Throughout my Degree years in New Zealand, I have been exposed
with the term ‘inclusive education’. One of the principles that I view as key for inclusive teaching
practice is creating positive climate for the learning community. Thus, I believe that a good rapport
and engagement with students help me to create this positive climate in which my students feel safe
to be challenged and nurtured. My mentor, Ms Wan Shahriza once mentioned that I displayed warmth
and openness thus created a relaxed and non-threatening class environment. She also pointed out
that after one of her early observations of my teaching, I was able to exude sternness and able to
control the class with convincing authority, but at the same time maintained my friendly demeanour.
Personally, I have always had a thought at the back of my mind at the first day in MRSM Kuantan that
I am no longer a student – I am a teacher and I should act like one. For instance, I have made it clear
since the very beginning that I will only answer English question – inside and outside the class, and if
they starts to speak in Malay, I will wittingly say that I am from New Zealand and I do not understand
Malay language. In turn, I believe that this professional behaviour will help me in a long run as a
teacher.
Other than that, the practicum period is an opportunity for student teachers to implement as
many ESOL activities which suits the learning. However, bear in mind that teachers should identify the
appropriate methodological approach that the learning should employ in order to draw an explicit
connection between Malaysia and New Zealand curriculum. As an example, I tried the ESOL game
called ‘Running Dictation’ in one of my class and my mentor commented my approach as she said that

17. it would be better if the text that was pasted at the back of the class could be duplicated more than
one copy and making the students crowd at one place to read it. She even added that it was not
appropriate for the boys and the girls to crowd at the same spot as all the students are Muslim. From
the experience, I have learned that I should have myriad of options in opting a particular teaching
method and I should provide flexibility on the respective approaches keeping in mind the educational
culture of the learners.
In conclusion, the two advices discussed above provide pointers as a preparation for the new
student teachers. To recapitulate, the aspiring teacher must possess a professional demeanour and
identify the most effective and appropriate methodological approaches in order to bridge Malaysia
and New Zealand curriculum. Most importantly, the ability to reflect on each lesson, with the help of
your respective mentors, is crucial to keep you going. Last words from me, the three-months of
practicum experience have been an enriching experience for me – I have learned a lot from the
teachers and the students. I wish the same for you. All the best!
Best regards,
Mr. Asri.

18. REFERENCE
Blanton, W.E., Wood, K.D., & Moorman, G.B. (1990). The role of purpose in reading instruction. The
Reading Teacher, 43, 486–493.
Bryson, C & Hand, L (2007) The Role of Engagement in Inspring Teaching and Learning. Innovations in
Education and Teaching International, 44 (4), 4-14
Gurney, P. (2004). Five factors for effective teaching. New Zealand Journal of Teachers Work, 1 (3),
89-98.
Hui, L. (1997). New bottles, old wine: Communicative Language Teaching in China. Forum, 35 (4), 38-
44
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the
development of second language writing skills, Modern Language Journal, 75, (pp.305-313)
McGee, C., & Fraser, D. (Eds.) (2012). The. Professional Practice of Teaching (4th. Edition). South
Melbourne, Australia: Cengage Learning.
Nation, I.S.P. and Newton, J. (2009) Teaching ESL/EFL Listening and Speaking. New York: Routledge.
Nunan, D. & Lamb, C. (1996). Affective issues in the language classroom: The self-directed teacher.
Cambridge: Cambridge University Press.
Pollard, A. (2002) Readings for Reflective Teaching. London: Continuum.
Schmitt, N., Jiang, X., & Grabe, W. (2011). The Percentage of Words Known in a Text and
Reading Comprehension. The Modern Language Journal. 95(I), 26-43.
Schön, D. A. (1987). Educating the reflective practioner: Towards a new design for teaching and
learning in the profession. San Francisco: Jossey-Bass
Thaine C. (2010). Teacher Training Essentials: Workshops for Professional Development. Cambridge:
Cambridge University Press.

19. APPENDICES
Reflective writing for the Portfolio - Blogging
Week : 1 (27th
to 31st
July 2015)
Mentor’s name : Miss Wan Shahriza Wan Ab. Rahman
On the first day of my practicum, I received a warm welcome by the school as they were
organising Eid Celebration. My mentor showed me around the college, introduced me to other
teachers from various departments as well as the acting principal. My first impression on the teachers
in MRSM Kuantan was how united and close the relationship between one teacher to another. They
were very friendly and even the staffs were very nice towards us. I would like to add that the quarters
provided to us here were very comfortable, fully-furnished and cosy enough for us to live for another
three months. That showed the hospitality that we received here.
For the teaching observation, I took some notes on important learning and classroom
routines. From my initial observation (for the first two classes that I attend), I would say that I am
impressed with the way the teacher give her instructions. For instance, the teacher gives plenty of
time for the students to complete the task. When a lesson ends, she will summarize what have been
learned. She also gave an insight of what will happen or what is the follow-up activity for the next
class, just so that the students prepared – which for me is a great technique. I was assigned to teach
4C as my homeclass, so I took a chance on Thursday to do an ice-breaking session with the class. I
must say that it was a wonderful session and I fall in love with the students instantly. I asked my
mentor to observe my session with class and intentionally asked her to write up an evaluation on my
teaching, just for my own progress. Thankfully, I got a favourable review from her, quoting that I
‘showed a great confidence and easily made a rapport with students. He displayed warmth and
openness, creating a very relaxed and non-threatening class environment to the students’. I realised
that I still have lots of things to improve, yet I think it’s a good start for me. Along the week, I had a
chance to mark objective question papers for Form 4 students, to observe students taking
examinations at the hall and have my own chair and a table in the teachers’ room. It’s an authentic
teacher experience!
I have attached the lesson plan together with my mentor’s evaluation.

20. Curriculum Area: English (The Detectives) Class: 4 Cemerlang Date of Lesson: 30/07/2015
Number of Students: 23 Duration of Lesson: 35 Minutes
Purpose of Lesson:
Ice breaking activity between teacher and students – Speaking activity
Context: Speaking
Topic: The Detectives
Key Competencies:
 Thinking
 Participation
 Contribution
Malaysian Curriculum – Learning Outcomes and Specifications:
 Language for Interpersonal Use
- Talking about oneself to others, sharing information about each other that is of interest to both
parties.
- Responding to questions politely by giving the required information
- Exchanging ideas, information and opinions on topics of interest
- Relating personal experiences
Lesson Plan What is the student doing?
Introduction:
1. Discuss the learning intentions
2. Pre-activity: Teacher introduces himself and
asks students to prepare questions for him to
answer.
- Where are you from?
- The name of the course that you took in
New Zealand?
 Students co-construct LI (if needed).
 Students prepare the questions to ask to
the teacher.
Body:
1. Introduce the rules of the game : The
Detective
2. Rules:
- Pick a name from a bowl, ask the students
to keep the name to himself, avoid
showing the name to others.
- Write three unique characteristics of the
name (3 minutes)
- Stand up and share the characteristic of
that person. Other students will guess the
name of the person.
 Students follow the instructions
Conclusion:
1. Check the learning intentions and success
criteria
2. Discussion: ask questions such as:
- What do you think about the game?
(Interesting?)
- What do you think the moral value of the
game?
 Think, share, and discuss the moral value
from the game.
 Linking learning with the learning
intention and identify if they were
successful in learning the intention of the
lesson.

21. Reflective writing for the Portfolio - Blogging
Week : 2 (3th
to 7th
July 2015)
Mentor’s name : Miss Wan Shahriza Wan Ab. Rahman
For this week, I am super stoked to teach in my home class. After a quick discussion with
my mentor, I have decided to follow the college’s scheme of work for my lesson this week, which is
‘descriptive writing’. In preparing for the lesson, I did quite bit of research on how to teach this type
of continuous writing effectively. Hence, I have decided to mash up different fun activities in the class
to make the class more fun and lively. For the pre-activity, I decided to include some interesting
example of a usual essay and compare them to a well-written descriptive essay for the students to
compare the use of adjectives and vocabulary in both essays. As mostly the descriptive essays are a
bit personal as it involves prior experience of a person, I had written my own experience about my
father’s last word before he passed away four years ago (see next page). As I knew the students quite
well, one of the students was facing similar experience as his father passed away two years ago. I
thought this might be beneficial for him in order to cope with the difficult situation. Lastly, I also
included a scene from How I Met Your Mother sitcom at the end. That scene in particular is about
Marshall whose facing a hard time to hear his father’s last word. I thought it would be nice to end the
class on a lighter note. Other than that, I also involved in selecting the new member of ‘English
Motivation Club’ in this MRSM. It was a good experience to see some of bright students with fluent
English and very eager to help others with their English. That’s all from me this week. Thanks.

22. The Last Lines
In the days and weeks following my Dad’s death, countless people told me “it will get easier.” Now,
after four years, I can say that yes, in some ways it has. Bak’s death is no longer one of the first things
I remind myself of when I wake up, nor is it the last thing I think about before I fall asleep, as it no
longer consumes me. But, even though it has been four years, I still miss him. I remember vividly the
day that he came home from the hospital for the last time. He had been sick with Parkinson for about
a year, and he had defied impossible odds time and time again. I spent the next three days with my
father trying to pretend that he wasn’t dying and enjoying the time with him. I watched him get worse
and worse, and on the third day he did not have the energy to eat or talk; he mostly just slept. In the
evening his breathing became labored, he was fighting to live, but this was one battle he was not going
to win. I sat next to him and slowly uttered “Bak, I am going to London. Would you allow me to study
abroad?”. With sad eyes he mumbled “Belajo molek. Study well”. Alhamdulillah that night I got his
blessed. The next morning, his breathing slowed and finally, it stopped. He stopped fighting and
became calm and peaceful. His life had sailed off into the distance. I knew this day was coming, but I
was not ready. I had steeled myself in anticipation for this moment, but my preparation was no match
for the reality of his death. He was never coming back; he was gone forever. My muscles screamed in
agony, my lungs were on fire, and my vision was foggy from my eyes being soaked with tears. And yet
that pain was nothing. He wouldn’t be at my wedding; he wouldn’t teach me how to recite my akad
and be my wali, he wouldn’t see me graduation in New Zealand. He was nothing more than a memory.
My soul was torn asunder and no amount of physical pain could make the emotional agony any less
excruciating. I feel numbed.

23. Curriculum Area: English (Summary) Class: 4 Cemerlang Date of Lesson: 12/10/2015
Number of Students: 23 Duration of Lesson: 70 Minutes
Context: Writing
Topic: Creative Writing
Techniques: Reading, Creative Writing, Scaffolding.
Values: Aesthetic Value, Critical & Analytical
Learning Intention:
- Students will be able to practice paraphrasing through creative writing.
- Students will be able to reproduce from an original text to a more simplified writing, from one
genre to another.
- Students will be able to evaluate the way the main ideas being presented, paraphrasing techniques
and determine what information should be excluded.
Malaysian Curriculum – Learning Outcomes and Specifications (Form 4 Curriculum):
 Language for Aesthetic Use
- Listen to, read, view, and respond to literary works by understanding and telling in one’s own
words the story heard and read, and giving one’s own opinion of the text.
- The use of sounds, music in recitation will be especially beneficial to learners with a learning
towards musical and kinesthetic intelligence.
- Expressing themselves creatively and imaginatively by retelling a story from a different point of
view, and presenting it in another genre.
Lesson Plan What is the student doing?
Introduction (20 minutes)
1. Greetings and prayer. Introduce Dr. Jonathan
Newton to the class.
2. T explain the Learning Intention of the lesson.
3. Begin with a brief discussion of introduction
to summary is and its purpose. (Recap from
previous lesson by using PowerPoint slides).
[5 minutes]
- T remind Ss of the BRIEF technique. (Box,
Read, Identify, Extract, Finalise)
 Ss will greet T and Dr. Jonathan and recite
prayer.
 Students co-construct LI (if needed).
 Ss take out the handouts (Introduction to
Summary Writing)
 Ss will recall the BRIEF technique and the
allocation of marks for summary writing
according to the SPM Format.

24. - T remind Ss on the allocation of marks for
summary writing.
- (Content – 10 marks, Style – 5 marks)
- Ask students to take out the handouts from
previous class (Introduction to Summary
Writing)
- T will ask Ss some questions to check their
understanding.
Prompt questions: How to distinguish
between important and unimportant details?
4. Activity 1 [15 minutes]
- Objective of the activity:
The purpose of this activity is the preparation
for the main activity of the class (Creative
writing). T will present a sample of a passage
and a song which was based on the story
from the passage.
- Ss will read the love story of Joni and Jimmy
without the ending.
- T will ask Ss to guess the ending of their love
story.
- Ss will listen to the song ‘Don’t Cry, Joni’ song
from Conway Twitty featuring Joni Lee. Ss will
check the ending according to the song’s lyric.
- T will ask Ss to reflect on the activity.
Prompt questions: What you have learned
from the activity? Did the song change the
meaning of the passage?
 Ss will take an active role in answering
questions to make sure they ensure
comprehension.
 Ss will listen to the instruction and ready
to restate the instruction if needed.
 Ss will read the passage about Joni and
Jimmy.
 Ss guess the ending of the love story. This
will help on their prediction skills.
 Next, Ss will identify the link between the
passage and the song.

25. Body (45 minutes):
3. Paraphrasing writing exercise – Creative
Writing.
- T will divide the class into five groups via
Random Group Generator.
- T will disseminate the Cinderella story.
- Ss will work in their group to turn the passage
to a song lyric. Each group will choose a song
and they have to change the lyrics of the song
in accordance to the story.
- Each group will perform the song to the class.
4. Discuss the purpose of the activity.
- Prompt questions: What have they learned
from the activity?
 Ss will listen to the instruction of the
activity – Creative Writing.
 Read the passage. This is to ensure Ss
understand the story.
 Ss will work in the same group to decide
on a song and change the lyrics.
 Perform the song to the class.
 Ss will take an active role in answering
questions to make sure they ensure
comprehension.
 Ss ask question if unclear.
Conclusion (5 minutes):
3. Sums up the lesson. Teacher relates the
activity with the learning intention.
4. Teacher reflects on the students’ learning.
“What have you learned today?”
“Are you ready for the upcoming exam in two
weeks’ time?”
5. Check the learning intentions and success
criteria.
 Linking learning with the learning
intention and identify if they were
successful in learning the intention of the
lesson.