SCHOOL OF EDUCATION
SCHOOL OF EDUCATION
TEACHING PRACTICUM LESSON PREPARATION FORM (SENIOR PRIMARY)
SURNAME: Nuule INITIALS: N.P.T STUDENT NO.: 222108665
STUDY COURSE: 91BSEO SCHOOL: Oshalongo primary school DATE: 17 February 2025
SUBJECT: English second language GRADE: 7 TIME: 40 mins
THEME : Environmental learning
LESSON TOPIC: Writing
FOCUS : Informal letter
ASSESSOR NAME & SIGNATURE: Mr Joseph Nghishihange
ASSESSOR SCORE: / 100 / FINAL MARK: ………../ [ 65 ]
A. PRE-PRESENTATION COMPONENT
LEARNERS’ PRIOR KNOWLEDGE (relevant to the topic)
Learners are likely to know the format or how to write an informal letter as they were taught in
grade 7.
1. LEARNING OBJECTIVE (Indicate Syllabus Reference): Page no. 19 section; creative writing
Learners will :
Produce well organized, coherent pieces of writing.
2. BASIC COMPETENCIES (
By the end of grade ……. learners should be able to:
(a) Write shorter pieces for different audience, in different situations.
3. LESSON OBJECTIVE (s) By the end of this lesson learners should be able to:
Write an informal letter
4. LEARNING AND TEACHING RESOURCES TO BE USED:
A poster- with an example of a friendly/informal letter
A chalkboard- to write the summary.
Page 1 of 5
5. MONITORING OF HOMEWORK DONE
No homework was given the previous lesson.
6. LIFE SKILL COMPETENCIES as require in the Pilot Curriculum Guide. Tick only the applicable
ones to your lesson.
PARTICIPATION INTERPRETATION COMMUNICATION
INVESTIGATION EVALUATION APPLICATION
LESSON PHASES (READ THE INSTRUCTION BELOW AND FOLLOW AS INSTRUCTED))
INTRODUCTION:
Arouse awareness and interest for topic.
connect to previous knowledge and contextualize; mention what lesson is about AND
determine level of current knowledge of content to be taught.
PRESENTATION/DEVELOPMENT:
Exploration of content, transfer of knowledge, make connections. (Include: Time and
language skills; Content + vocabulary; Grouping; Teacher- and Learners’ activities);
Check homework as needed.
REINFORCEMENT:
Inquiry and experimentation, application of knowledge; Compensatory Teaching:
enrich/remediate, identify needs for learning support; writing activity, game, assess if new
learning has taken place based on pre-presentation knowledge and give meaningful
homework as needed.
CONCLUSION:
Recap; utilization of knowledge; learners’ reflect on what they have learned, what they
enjoyed about the lesson; feed forward and so forth.
Page 2 of 6 2024/Form 3
B. PRESENTATION COMPONENT
Describe in each phase exactly what content is involved and how you will facilitate the learning.
Time/Skills Lesson Content and Vocabulary Teacher Activities, Media and Learner Activities, Media
Content that you are going to teach should be Method(S) and Method(S)
included below
INTRODUCTION
Min: 5
Strategies:
align with
lesson Greeting The teacher will greet Learners will
focus/plan,
General question the learners. greet back the
elicit learners teacher
responses, Introduction of the topic
integrate skills Establish prior knowledge
The teacher will ask Learners will
(Whole class)
Speaking the learners to tell raise their
Listening ways they use to hands and give
writing invite, inform, answers.
communicate,
comfort or
congratulate their
friends or family
members that are far
or close to them. The
teacher will write the
learners’ response on
the chalkboard.
The learners will
The teacher will listen to the
inform the learners teacher.
the topic of the day
which is a
friendly/informal
letter.
The learners will
The teacher will ask give answers.
learner questions like:
what is an informal
letter?
To whom do we write
it?
What do you know
about an informal
letter/ what are the
features of a friendly
letter?
DEVELOPMENT
Page 3 of 6 2024/Form 3
Min; 20
Unfold Summary The teacher will tell The learners will
lesson
content;
Explanation of summary the learners to take take their note
involve and (whole class) their note books to books and write
draw on write the summary. the summary.
passive
knowledge;
check for
The teacher will write Learners listen
comprehension; the summary on the attentively and try
integrate skills chalkboard. to understand.
Listening Learners will
Speaking The teacher will listen attentively.
Writing briefly explain the
Reading notes Learners will pay
The teacher will attention and
paste in poster with a answer when
sample of an asked by the
informal letter and teacher.
confirm the elements
they lately discussed.
REINFORCEMENT
Min; 10
Review; apply
content; provide Asking learners questions The teacher will Learners will
learning support
Activity ask the learners give answers
Speaking (whole class) questions based
on the lesson
Listening presented.
The teacher will The learners will
emphasize on the listen to the
learners’ teacher.
response. Learners will
The teacher will write the
write the instruction and
instruction for an listen to the
activity on the teacher.
chalkboard and
explain it.
The teacher will The learners will
inform the listen and respond
learners that they to the teacher.
will submit their
books during the
lesson the next
day.
Page 4 of 6 2024/Form 3
CONCLUSION
Min; 5
Recap
recap, summary, (whole class) The teacher will
learner reflection, ask learners what Learners will give
homework
they learnt from answers.
speaking the lesson.
listening
Page 5 of 6 2024/Form 3
C. POST-PRESENTATION COMPONENT
After the lesson presentation describe how would you determine whether the outcomes were achieved by
the learners.
LESSON REFLECTION
Reflection is a process of self-evaluation that effective teachers regularly perform or engage in to improve their teaching or
professional practices.
1. As I reflect on the lesson, to what extent were learners productively engaged? Describe.
The learners were highly engaged throughout the lesson, they participated in answering questions
that I asked them and they asked questions where they did not understand.
2. Did the learners learn what I intended? Were my objectives met? How do I know? (Describe the
evidence.)
Yes, learners achieved the intended learning objectives, I could see their response during formative
assessment, asking them questions and listen to their response. Their responses and readiness to
write an informal letter displayed a clear understanding of the lesson.
3. Was there a need for me change my lesson objectives or lesson plan as I taught the lesson? If so, why?
No, there was no need for me to change my lesson plan objectives or lesson plan, because the lesson
went as planned. The flow of the lesson proceeded smoothly and learners were able to keep up with
planned without adjustment.
4. If I had the opportunity to teach this lesson again to the same group of learners, what could I do
differently to improve the lesson? Why?
Although the lesson was effective, engagement and retention might be improved by
including more applications of the idea.
Page 6 of 6 2024/Form 3
