Sample Lesson Plans

Sample Lesson Plan 1 (Proposed MATBLT Model)

(a) Subject - English

(b) Standard - Grade 10
(c) Time - 45 Minutes
(d) Topic - Unit (9) Climate Change
I. Pre-task
(1) Specifying instructional - Greenhouse gases.
content
(2) Determining instructional (a) General objectives
objectives - To be able to comprehend the passages
more clearly and to locate main ideas
and specific information from a reading
passage.
- To be able to grasp the opportunity to
perform assigned tasks more skillfully.
- To prepare students to become more
independent and productive second
language learners.
(b) Specific objectives
- To be able to understand what the
climate change is.
- To be able to know what the
greenhouse gases are.
- To be able to recognize the types of
greenhouse gases.
(3) Eliciting entering behavior - Students must have prior knowledge about
climate conditions of Myanmar.
The teacher asks students to answer some pre-reading questions.
- How do you understand climate?
- What is the difference between weather and climate?
(4) Selecting felicitous instructional - Grade 10 English Textbook, Dictionary,
media Blackboard, Chalk, A4 and Color Pen,
Video Projector, Colorful printed text and
pictures.
(5) Deciding suitable task - Listing and sorting tasks for reading skill
(6) Creating classroom context - Teacher need to prepare physical learning
environment in class to accelerate students'
understanding and to accomplish their
assigned tasks.
II. During Task
(1) Delivering Learning Materials
 Warm-up Activity 3 minutes
Greets students as usual and asks them some brainstorm questions as follows.
a. What is your favorite season in Myanmar?
b. What are some significant climate changes in your town?
c. Do you know what the global warming is?

1
 Pre-teaching vocabulary – The teacher explains students the meaning of some
difficult and unfamiliar words in the reading text.
- entire - average
- steadily - global
- Climatologists - blanket
- phenomenon - happening
- survive - atmosphere
Drill these words to ensure that all students can pronounce well and remember
the meaning of those words from recitation.
 Utilization of Instructional Media 10 minutes
In this stage, the teacher will drive instruction by using felicitous instructional
media that can make the lesson more vivid. The teacher utilizes some colorful printed
pictures and video about climate change and greenhouse gases as visual and audiovisual
aids.

2
  Students' Active Engagement 3 minutes
The teacher makes certain that all students will actively engage in his instruction
by leading his students to answer some teachers' questions.
a. How do you understand climate?
b. What kind of gases contain in greenhouse gases??
c. What will happen without greenhouse gases on earth?
(2) Assigning Appropriate Tasks 10 minutes
In this stage, teacher assigns some appropriate tasks for students to empower
students' in-depth understanding about the text they learned. Teacher allocates students to
perform listing and sorting tasks for students' reading comprehension.
 Time Allocation and Group formation – Teacher needs to set out enough time for
students to do successfully their allocated task. Students will be assigned into six
groups, each group consisting of six to eight members.
Materials and Interaction Evaluation
Task Procedure
aids Pattern Criteria
Listing and Teacher delivers some Printed texts Group All students
sorting tasks paragraphs with jumble works must
sentences containing about  S-S energetically
greenhouse gases and climate  T-S participate
change hazards. Teacher asks and can
students to read a paragraph perform
and encourages them to assigned tasks
discuss some provided by teachers.
information with their group
mates. After engaging group
discussion, students are asked
to list and sort out major
types of greenhouse gases
respectively.

3
 Greenhouse gases are gases in Earth’s atmosphere that trap heat. They get their
name from greenhouses. A greenhouse is full of windows that let in sunlight. That
sunlight creates warmth. They let sunlight pass through the atmosphere, but they
prevent the heat that the sunlight brings from leaving the atmosphere. The main
greenhouse gases are: Water vapor, Carbon dioxide, Methane, Ozone, Nitrous oxide,
Chlorofluorocarbons. A vital component of the atmosphere, carbon dioxide (CO2) is
released through natural processes (like volcanic eruptions) and through human
activities, such as burning fossil fuels and deforestation. A potent greenhouse gas
produced by farming practices, nitrous oxide is released during commercial and organic
fertilizer production and use. Nitrous oxide also comes from burning fossil fuels and
burning vegetation and has increased by 18% in the last 100 years. Like many
atmospheric gases, methane comes from both natural and human-caused sources.
Methane comes from plant-matter breakdown in wetlands and is also released from
landfills and rice farming. Livestock animals emit methane from their digestion and
manure. Leaks from fossil fuel production and transportation are another major source
of methane, and natural gas is 70% to 90% methane. Chlorofluorocarbons (CFCs)
chemical compounds do not exist in nature – they are entirely of industrial origin. They
were used as refrigerants, solvents (a substance that dissolves others), and spray can
propellants. Water vapor is the most abundant greenhouse gas, but because the warming
ocean increases the amount of it in our atmosphere, it is not a direct cause of climate
change.

 Spontaneous Teacher's Guidance - Teacher can support his students whenever

they need assistance during their task. When students do listing and sorting task,
teacher can assist by giving clues and hints whenever they seem misunderstanding
assumptions.
 Individual Active Participation - Teacher must visit around students to secure
individual active engagement. Before doing listing and sorting task, teacher must
manage in allocating the duty of each student as readers, note takers, sorters and

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 reporters. Moreover, the teacher needs to detect each student's accountability
according to their particular roles for the accomplishment of their task.
(3) Formative Assessment
Teacher can detect each student interaction by asking some random questions
during task to guarantee formative assessment.
a. What are the main greenhouse gases?
b. From which source is CO2 released?
c. Which natural hazard is most severe in Myanmar?
d. How did the rainfall season become over the period 1960-2009?

(4) Encouraging Students' Plan to Report 3 minutes

After finishing the assigned tasks, the teacher stimulates his students to plan to
develop their report. It is necessary to empower students to select the theme they prefer to
include in their reports and teacher can give a hand when they need teachers' assistance.

III. Post-task
(1) Students Reporting 8 minutes
The teacher asks students to share their completed tasks for their classmates.
Then, each group depicts their successful tasks by presenting a review paper on the board
for everyone to see and know or by reading out their answers to the rest of the class. The
teacher makes records of the common errors occurred in students' presentations.

(2) Evaluating Students' Performance 3 minutes

At the end of the task activity, the following steps will be used to test students’
comprehension. Students will be asked to check their knowledge and understanding of the
text by answering the questions in textbook.
Complete each sentence below with a suitable word.
a. Global warming means the earth -------.
b. Greenhouse gases act as a -------- in our earth’s atmosphere.
c. Without greenhouse gases, most living things would not be able to -------.

(3) Corrective Feedback 5 minutes

As a corrective feedback, the teacher bring further exercises taken from the other
sources to rectify their frequent errors and mistakes depending on the most common
errors occurred among students. For example, if students are still unfamiliar with the
terminology of climate change, teacher drives students to play climate change word
search puzzle game to become familiarize with these vocabulary.

5
 After analyzing their feedback, if students cannot obtain considered learning
objectives, the whole task cycle have to reprocess from initial pre-task stage. If students
achieve preferable learning outcomes, the teacher can move ahead to upcoming lecture.

6
Sample Lesson Plan 2 (Proposed MATBLT Model)

(a) Subject - English

(b) Standard - Grade 10
(c) Time - 45 Minutes
(d) Topic - Unit (9) Climate Change
I. Pre-task
(1) Specifying instructional - Global temperature rise
content
(2) Determining instructional (a) General objectives
objectives - To be able to comprehend the passages
more clearly and to locate main ideas
and specific information from a reading
passage.
- To be able to grasp the opportunity to
perform assigned tasks more skillfully.
- To prepare students to become more
independent and productive second
language learners.
(b) Specific objectives
- To be able to understand the
consequences of carbon dioxide level
rising
- To be able to know why the global
temperature rise.
(3) Eliciting entering behavior - Students must have prior knowledge about
greenhouse gases on earth’s atmosphere.
The teacher asks students to answer some pre-reading questions.
- How do you understand climate change?
- Mention some known greenhouse gases?
(4) Selecting felicitous instructional - Grade 10 English Textbook, Dictionary,
media Blackboard, Chalk, A4 and Color Pen,
Colorful printed pictures.
(5) Deciding suitable task - Paragraph reading and answering task for
reading and writing skills
(6) Creating classroom context - Teacher need to prepare physical learning
environment in class to accelerate students'
understanding and to accomplish their
assigned tasks.
II. During Task
(1) Delivering Learning Materials
 Warm-up Activity 3 minutes
Greets students as usual and asks them some brainstorm questions as follows.
a. What is your favorite weather condition?
b. Is the weather is warmer or cooler in your town?
c. Do you know how carbon dioxide emission rises?
Pre-teaching vocabulary – The teacher explains students the meaning of some
difficult and unfamiliar words in the reading text.
- gradually - landmasses
- day by day - responsible

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 - fossil fuels - energy-consuming
- advent - revolution
- soil erosion - vegetation
- manufacture - coal
Drill these words to ensure that all students can pronounce well and remember the
meaning of those words from recitation.
 Utilization of Instructional Media 10 minutes
In this stage, the teacher will drive instruction by using pertinent instructional
media that can make the lesson more outstanding. Printed colorful picture cards showing
the cause-effect relationship between carbon dioxide level and global temperature rising
are used as visual aids for instruction.

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  Students' Active Engagement 3 minutes
The teacher must ensure that all students will energetically engage in his
instruction by asking some review questions that can unfold how much students are
focused on their learning.
a. What happens to the earth’s atmosphere if the carbon dioxide level rises?
b. Who is responsible for global temperature rise?
c. What will be the consequences of cutting down the trees?
(2) Assigning Appropriate Tasks 10 minutes
In this stage, teacher assigns some appropriate tasks for students to empower
students' deep-rooted understanding about the text they learned. Teacher allocates
students to perform paragraph reading and answering task to improve their reading
comprehension and written composition.
 Time Allocation and Group formation – Teacher needs to set out enough time for
students to do successfully their allocated tasks. Students will be assigned into six
groups, each group consisting of six to eight members.

Materials Interaction Evaluation

Task Procedure
and aids Pattern Criteria
Paragraph The teacher gives interesting Paper Group All students
reading and paragraphs concerning sheets works can be able
answering tasks climate change and global  S-S to write for
warming for each group. And  T-S or against
then ask students to composition
undertake paragraph reading based on the
tasks. Students are then topics
encouraged to discuss some provided by
information about the the teacher.
passage with their group
mates. After engaging group
discussion, students are
asked to answer questions
with their own imagination
and inspiration.

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  Spontaneous Teacher's Guidance - Teacher can support his students whenever
they need assistance during their task. While students do undertaking paragraph
reading task, teachers can assist for finding unknown vocabulary and sentence
structures in decoding the given passage.
 Individual Active Participation - Teacher must wander around students to ensure
individual active engagement. Before doing paragraph reading task, teacher must
steer in allocating the duty of each student as readers, note takers, checkers and
reporters. Moreover, the teacher needs to detect each student's responsiveness
according to their particular roles for the accomplishment of their task.
(3) Formative Assessment
Teachers need to track down each student interaction and ask some erratic
questions during task activities to guarantee formative assessment.
a. What is the Paris Agreement (2015)?
b. What is the main source of unusual warming of earth?
c. What kind of materials are the best wastes for earth?
(4) Encouraging Students' Plan to Report 3 minutes
After finishing the assigned tasks, the teacher stimulates his students to plan to
develop their report. It is necessary to empower students to select the theme they prefer to
include in their reports and teacher can give a hand when they need teachers' assistance.

III. Post-task
(1) Students Reporting 8 minutes
The teacher asks students to share their completed task for their classmates. Then,
each group depicts their successful task by presenting a review paper on the board for
everyone to see and know or by reading out their answers to the rest of the class. The
teacher makes records of the common errors occurred in students' presentations.
(2) Evaluating Students' Performance 3 minutes
At the end of the task activity, students will be asked to check their knowledge
and understanding of the text by answering the questions in textbook.
Answer the following questions.
a. Why are trees important?
b. What happens when the carbon dioxide level rises?
c. What is the result of increasing soil erosion?
(3) Corrective Feedback 5 minutes
As a corrective feedback, the teacher bring further exercises taken from the other
sources to rectify their frequent errors and mistakes depending on the most common
errors occurred among students. For example, if students still complicate with the
vocabulary usage of climate change, the teacher delivers some vocabulary cards
concerned with the lesson learnt.

10
 After analyzing their feedback, if students cannot complete considered learning
objectives, the whole task cycle have to reprocess from initial pre-task stage. If students
gain preferable learning outcomes, the teacher can move ahead to next lecture.

11
Sample Lesson Plan 3 (Proposed MATBLT Model)

(a) Subject - English

(b) Standard - Grade 10
(c) Time - 45 Minutes
(d) Topic - Unit (9) Climate Change

I. Pre-task
(1) Specifying instructional (1) Temperature of oceans
content (2) Temperature of earth.
(2) Determining instructional (a) General objectives
objectives - To be able to comprehend the passages
more clearly and to locate main ideas
and specific information from a
reading passage.
- To be able to grasp the opportunity to
perform assigned tasks more skillfully.
- To prepare students to become more
independent and productive second
language learners.
(b) Specific objectives
- To be able to understand the aftermath
of rising the temperature of oceans.
- To be able to recognize the impacts of
increasing earth’s temperature.
- To be able to weight up on the actions of
preventing the climate change as a
responsible global citizen.
(3) Eliciting entering behavior - Students must have prior knowledge about
greenhouse gases, global warming and
carbon dioxide level rises.
The teacher asks students to answer some pre-reading questions.
- Do you know the pros and cons of greenhouse gases?
- What may be the result of carbon dioxide level rising?
- What is making the global temperature rise?
(4) Selecting felicitous instructional - Grade 10 English Textbook, Dictionary,
media Blackboard, Chalk, A4 and Color Pen,
Colorful printed pictures and text cards.
(5) Deciding suitable task - Split information tasks for reading skill
(6) Creating classroom context - Teacher need to prepare physical learning
environment in class to accelerate students'
understanding and to accomplish their
assigned tasks.

II. During Task

(1) Delivering Learning Materials
 Warm-up Activity 3 minutes
Greets students as usual and asks them some brainstorm questions at once.
a. What is the function of trees concerned with carbon dioxide?
b. What will happen if we are using more fossil fuels?

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 Pre-teaching vocabulary – The teacher explains students the meaning of some
difficult and unfamiliar words in the reading text.
- glaciers - flooding
- coastal - property
- current - track
- intensity - undesirable
- measures - devising
- feasible - utmost
- thermal - utilize
Drill these words to ensure that all students can pronounce well and remember the
meaning of those words from recitation.
 Utilization of Instructional Media 10 minutes
In this stage, the teacher will conduct instruction by using suitable instructional
media that can make the lesson plain. The teacher employs some printed pictures and
flash cards and other related images about ocean and earth temperature rising and ways to
reduce climate change as visual instructional aids.

13
  Students' Active Engagement 3 minutes
The teacher makes certain that all students will actively engage in his instruction
by doing quiz sections with some review questions that can unfold how much students are
focused on their learning.
a. What kinds of currents do changes in climate pattern of earth?
b. How can we reduce carbon emission?
c. What should we do as responsible citizens?
(2) Assigning Appropriate Tasks 10 minutes
In this stage, teacher allocates some appropriate tasks for students to guarantee
students comprehension about the text they learned. Teacher outspreads some paragraphs
for students to accomplish paragraph reading and split information tasks for upgrading
students' reading comprehension.
 Time Allocation and Group formation – Teacher needs to set out enough time for
students to do successfully their allocated tasks. Students will be assigned into six
groups, each group consisting of six to eight members.
Task Procedure Materials Interaction Evaluation
and aids Pattern Criteria
Split Teacher allocates some Printed Group All students
information paragraphs about some paragraphs works must actively
tasks actions to help tackle the and texts  S-S participate and
climate change for each  T-S can depict the
group. Students in each complete picture
group have some cracked of the passage
pieces of information. provided for
Students read their own their groups.
information and then talk
with other group mates to
find out the missing data
to get the complete
information for their
group. After analyzing
the split information from
each student, they are
asked to summarize the
whole information into
perfect text.
Airplanes burn large amounts of fossil fuels, producing significant greenhouse gas emissions.
That makes taking fewer flights one of the fastest ways to reduce your environmental impact.
When you throw food away, you're also wasting the resources and energy that were used to
grow, produce, package, and transport it. And when food falls in a landfill, it produces
methane, a powerful greenhouse gas. When you can meet virtually, take a train, or skip that
long-distance trip altogether. Taking one less long-haul return flight can reduce your carbon
footprint by up to almost 2 tons of CO2e. So use what you buy and compost any leftovers.
Cutting your food waste can reduce your carbon footprint by up to 300 kilograms of CO2e per
year.

Consider your travel Throw away less food

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Much of our electricity and heat are powered by coal, oil and gas. Walking or riding a bike
instead of driving will reduce greenhouse gas emissions -- and help your health and fitness. For
longer distances, consider taking a train or bus. And carpool whenever possible. Improving
your home’s energy efficiency, through better insulation for instance, or replacing your oil or
gas furnace with an electric heat pump can reduce your carbon footprint by up to 900
kilograms of CO2e per year. The world’s roadways are clogged with vehicles, most of them
burning diesel or gasoline. Living car-free can reduce your carbon footprint by up to 2 tons of
CO2e per year compared to a lifestyle using a car. Use less energy by lowering your heating
and cooling, switching to LED light bulbs and energy-efficient electric appliances, washing your
laundry with cold water, or hanging things to dry instead of using a dryer.

Save energy at home Walk, bike, or take public transport

Electronics, clothes, and other items we buy cause carbon emissions at each point in
production, from the extraction of raw materials to manufacturing and transporting goods to
market. Ask your utility company if your home energy comes from oil, coal or gas. If possible,
see if you can switch to renewable sources such as wind or solar. Or install solar panels on
your roof to generate energy for your home. Switching your home from oil, gas or coal-
powered energy to renewable sources of energy, such as wind or solar, can reduce your
carbon footprint by up to 1.5 tons of CO2e per year. To protect our climate, buy fewer things,
shop second-hand, repair what you can, and recycle. Every kilogram of textiles produced
generates about 17 kilograms of CO2e. Buying fewer new clothes – and other consumer goods
– can reduce your carbon footprint and also cut down on waste.
Reduce, reuse, repair & recycle Change your home's source of energy

Eating more vegetables, fruits, whole grains, legumes, nuts, and seeds, and less meat and
dairy, can significantly lower your environmental impact. If you plan to buy a car, consider
going electric, with more and cheaper models coming on the market. In many countries,
electric cars help reduce air pollution and cause significantly fewer greenhouse gas emissions
than gas or diesel-powered vehicles. Switching from a gasoline or diesel-powered car to an
electric vehicle can reduce your carbon footprint by up to 2 tons of CO2e per year. Producing
plant-based foods generally results in fewer greenhouse gas emissions and requires less
energy, land, and water. Switching from a mixed to a vegetarian diet can reduce your carbon
footprint by up to 500 kilograms of CO2e per year (or up to 900 kilograms for a vegan diet).
But many electric cars still run on electricity produced from fossil fuels, and the batteries and
engines require rare minerals which often come with high environmental and social costs. A
hybrid vehicle can save you up to 700 kilograms of CO2e per year.
Eat more vegetables Switch to an electric vehicle
Everything we spend money on affects the planet. You have the power to choose which
goods and services you support. Speak up and get others to join in taking action. It's one of
the quickest and most effective ways to make a difference. Talk to your neighbors,
colleagues, friends, and family. To reduce your environmental impact, choose products
from companies who use resources responsibly and are committed to cutting their gas
emissions and waste. If you have money that is being invested for you, through a pension
fund for instance, it may be supporting fossil fuels or deforestation. Let business owners
know you support bold changes. Appeal to local and world leaders to act now. Climate
action is a task for all of us. And it concerns all of us. No one can do it all alone – but we can

15
 do it together. Making sure your savings are invested in environmentally sustainable
businesses can greatly reduce your carbon footprint.
Speak up Make your money count
 Spontaneous Teacher's Guidance - Teacher can assist his students whenever they
need support during their task activities. When students are performing split
information task, teachers can help in connecting the ideas between split
sentences.
 Individual Active Participation - Teacher must wander around students to ensure
individual active engagement. In conducting paragraph reading and split
information tasks, teacher should manage students to work collaboratively with
group members to get the best summarized information from the split information
given. Moreover, the teacher needs to examine each student contribution according to
their assigned roles for the accomplishment of their tasks.
(3) Formative Assessment
Teachers need to track down each student interaction and ask some erratic
questions during task activities to guarantee formative assessment.
a. How can you save energy at home?
b. Why should you throw away less food?
c. What is Reduce, Reuse, Repair & Recycle?
(4) Encouraging Students' Plan to Report 3 minutes
After students finishing the assigned tasks, the teacher stimulates his students to
plan to develop their report. It is necessary to encourage students to select the essence
they prefer to include in their reports and teacher can give a hand when they need
teachers' assistance.

III. Post-task
(1) Students Reporting 8 minutes
The teacher asks students to contribute their completed tasks for their classmates.
Then, each group depicts their successful tasks by presenting a review paper on the board
for everyone to see and know or by reading out their answers to the rest of the class. The
teacher makes records of the common errors occurred in students' presentations.
(2) Evaluating Students' Performance 3 minutes
At the end of the task activity, students will be asked to check their knowledge
and understanding of the text by answering the questions in textbook.
Fill in the blank with an appropriate word.
a. Severe changes in the climatic pattern are caused by -------- in the South Pacific
Ocean.
b. We should use solar power, wind power and ------- power.
c. Rising the ocean’s temperature causes more -------- and sea ice to melt.
(3) Corrective Feedback 5 minutes
As a corrective feedback, the teacher bring further exercises taken from the other
sources to remedy their frequent errors and mistakes depending on the most common
errors occurred among students. For example, if students have problems with preventive
measures to reduce climate change, the teacher delivers some environment task cards for
students to know dos and don’ts for saving earth’s climate.

16
 After analyzing their feedback, if students cannot complete considered learning
objectives, the whole task cycle have to reprocess from initial pre-task stage. If students
gain preferable learning outcomes, the teacher can move ahead to next lecture.

17
Sample Lesson Plan 4 (Proposed MATBLT Model)
(a) Subject - English
(b) Standard - Grade 10
(c) Time - 45 Minutes
(d) Topic - Unit (9) Climate Change

I. Pre-task
(1) Specifying instructional - Expressions related to climate change
content
(2) Determining instructional (a) General objectives
objectives - To be able to develop insights into the
structure of English language
- To be able to grasp the opportunity to
perform assigned tasks more skillfully.
- To prepare students to become more
independent and productive second
language learners.
(b) Specific objectives
- To be able to become more familiarize
what words and expressions are related
to climate change.
- To be able to categorize the causes,
effects and ways to prevent climate
change.
(3) Eliciting entering behavior - Students must have prior knowledge about
climate change vocabulary.
The teacher asks students to answer some pre-reading questions.
- What is the result of increasing carbon emission?
- Do you remember what the El Nino and La Nina are?
- Why did glacier and sea ice melt?
(4) Selecting felicitous instructional - Grade 10 English Textbook, Dictionary,
media Blackboard, Chalk, A4 and Color Pen,
Colorful printed reading task cards.
(5) Deciding suitable task - Task card reading and summarizing task
for reading and writing skill
(6) Creating classroom context - Teacher need to prepare physical learning
environment in class to accelerate students'
understanding and to accomplish their
assigned tasks.

II. During Task

(1) Delivering Learning Materials
 Warm-up Activity 2 minutes
Greets students as usual and asks them to answer some icebreaking questions as
follows.
a. Why does climate change important?
b. What kind of climate change disasters happen in Myanmar?
 Utilization of Instructional Media 8 minutes

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 In this stage, the teacher will conduct instruction by applying proper instructional
media that can make the lesson more vivid. The teacher employs some printed pictures
and flash cards including climate change disasters around the world.

 Students' Active Engagement 3 minutes

The teacher does quiz sections with some scrutinize questions that can reveal how
much students are focused on their learning.
a. Mention some disasters you know.
b. What are the results of severe climate change?
c. How can people protect climate change disasters?

(2) Assigning Appropriate Tasks 12 minutes

In this stage, teacher assigns appropriate task for students to ensure students' deep-
rooted understanding about the text they learned. Teacher allocates students to perform
reading and summarizing task for students' reading comprehension written composition.
 Time Allocation and Group formation – Teacher needs to set out suitable time for
students to accomplish their allocated tasks. Students will be assigned into five
groups, each group consisting of six members.
Task Procedure Materials Interaction Evaluation

19
 and aids Pattern Criteria
Task card The teacher gives an Colorful Group All students
reading and interesting and colorful Pictures works can be able
summarizing task cards including current sheets  S-S to answer
task climate change impacts in  T-S questions on
ASEAN countries for each picture task
group. Then students are cards
encouraged to write provided by
summarized facts about the the teacher.
paragraph they read in task
card independently with
their own effort.

 Spontaneous Teacher's Guidance - Teacher can support his students whenever

they need assistance during their task activities. If students want teacher's helping
hands when they do summarizing information in picture task cards, the teacher

20
 must encourage students to improve creative and logical consideration to
summarize facts in given picture cards rather than just their thoughts and opinions.
 Individual Active Participation - Teacher must walk around students to secure
individual active engagement. In doing picture task card reading and summarizing
task, teacher should take care of distributing the role of picture decoders, thinkers,
summarized writers and presenters. Moreover, the teacher needs to detect each
student's responsiveness according to their respective roles for the
accomplishment of their task.

(3) Formative Assessment

Teachers need to observe each student interaction and ask some random questions
during task activities to guarantee formative assessment.
a. Which country in Southeast Asia has highest disaster risk?
b. How many people died due to tropical storm Linfa?
c. What kind of extreme weather events occurred in Myanmar?

(4) Encouraging Students' Plan to Report 2 minutes

After students finishing the assigned tasks, the teacher stimulates his students to
plan to develop their report. It is necessary to empower students to select the theme they
prefer to include in their reports and teacher can give a hand when they need teachers'
assistance.
III. Post-task
(1) Students Reporting 8 minutes
The teacher asks students to share their completed tasks for their classmates.
Then, each group depicts their successful tasks by showing a review paper on the board
for everyone to see and know or by reading out their answers to the rest of the class. The
teacher makes records of the common errors occurred in students' presentations.

(2) Evaluating Students' Performance 5 minutes

At the end of the task activity, students will be asked to check their knowledge
and understanding of the text by answering exercises in textbook
Put the expressions below in the correct boxes. An example is given for each.

 burning fossil fuels  loss of property and life  soil erosion

 cutting down trees  occurrence of El Nino  emission of carbon

 stop using fossil fuels and La Nina dioxide

 floods  planting more trees  weather patterns change

 glaciers and sea ice melt  reducing emission of severely

 storms carbon dioxide  utilizing solar power,

wind power, etc.

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 Causes Effects
 burning fossil fuels  floods
Climate
Change

Ways to prevent it
 reducing emission of carbon dioxide

(3) Corrective feedback 5 minutes

As a corrective feedback, the teacher conveys further exercises taken from the
other sources to rectify their frequent errors and mistakes depending on the most common
errors occurred among students. For example, if many students are still unfamiliar with
terminology concerned with climate change, the teacher has to simplify by giving more
explanations with the expressions related to climate change.

22
 After analyzing their feedback, if students cannot attain considered learning
objectives, the whole task cycle have to reprocess from initial pre-task stage. If students
obtain preferable learning outcomes, the teacher can move ahead to upcoming lecture.

23
Sample Lesson Plan 5 (Proposed MATBLT Model)
(a) Subject - English
(b) Standard - Grade 10
(c) Time - 45 Minutes
(d) Topic - Unit (9) Climate Change

I. Pre-task
(1) Specifying instructional - The Future Tense
content
(2) Determining instructional (a) General objectives
objectives - To be able to develop insights into the
structure of English language
- To be able to understand the underlying
rules of grammar.
- To be able to assimilate the correct
patterns of the language and use the
language effectively.
- To prepare students to become more
independent and productive second
language learners.
(b) Specific objectives
- To be able to apply correct verb tense in
appropriate situation, taking into
account usage, effect and interaction.
- To be able to rewrite the sentence by
using future tense.
(3) Eliciting entering behavior - Students must have prior knowledge about
the functions basic English tenses.
The teacher asks his students to identify present tense, past tense, present continuous
tense and past continuous tense in the following sentences.
- He cooked dinner yesterday.
- She plays piano everyday.
- Nay Min is eating cheese cake right now.
- They were not playing football in the morning.
- He didn’t watch a movie.
(4) Selecting felicitous instructional - Grade 10 English Textbook, Dictionary,
media Blackboard, Chalk, A4 and Color Pen,
Colorful printed reading task cards.
(5) Deciding suitable task - Picture composition tasks for writing skill
(6) Creating classroom context - Teacher need to prepare physical learning
environment in class to accelerate students'
understanding and to accomplish their
assigned tasks.

II. During Task

(1) Delivering Learning Materials
 Warm-up Activity 5 minutes
Greets students as usual and asks them to answer some icebreaking questions as
follows.
a. How do you understand Basic English tenses?

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 b. When do you use simple past tense in sentence?
c. How can you rewrite simple present sentence into simple past sentence?
Pre-teaching the basic types of English tenses.

 Utilization of Instructional Media 8 minutes

In this stage, the teacher will conduct instruction by using felicitous instructional
media that can make the lesson more vivid. Teacher employs some printed pictures and
flash cards concerning future tense and the grammatical rules of using this tense.

25
  Students' Active Engagement 3 minutes
The teacher does quiz sections with some scrutinize questions that can reveal how
much students are focused on their learning.
a. How do you understand future tense?
b. What are the differences between the usages of will and be going to in future
tense?
c. How can the simple present tense be changed into the future tense?
(2) Assigning Appropriate Tasks 10 minutes
In this stage, teacher assigns proper task for students to ensure students' in-depth
understanding about the text they learned. Teacher allocates students to perform board
game task to improve their written composition and reading comprehension.
 Time Allocation and Group formation – Teacher needs to set out suitable time for
students to accomplish their allocated tasks. Students will be assigned into five
groups, each group consisting of six members.

Task Procedure Materials Interaction Evaluation

and aids Pattern Criteria
Board Game The teacher gives Colorful Group All students
Task interesting and colorful Pictures works can be able
board games related to  S-S to complete
future tense form for each  T-S the board
group to implement board game
game task independently provided by
with their own imagination the teacher.
and inspiration.

26
  Spontaneous Teacher's Guidance - Teacher can support his students whenever
they need assistance during their task activities. If students want teacher's helping
hands when they do brainstorming for board game task, the teacher must
encourage students to improve creative and logical consideration to use facts and
evidence support in given picture cards rather than just their thoughts and
opinions.
 Individual Active Participation - Teacher must walk around students to secure
individual active engagement. In board game task, teacher should take care of
distributing the role of picture decoders, thinkers, writers and presenters.
Moreover, the teacher needs to detect each student's accountability according to
their respective roles for the accomplishment of their tasks.
(3) Formative Assessment
Teachers need to observe each student interaction and ask some random questions
during task activities to guarantee formative assessment.
a. How does the simple future tense differ from future continuous tense?

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 b. How can you rewrite the future continuous tense sentence into future perfect
continuous tense?
(4) Encouraging Students' Plan to Report 3 minutes
After students finishing the assigned tasks, the teacher stimulates his students to
plan to develop their report. It is necessary to empower students to select the theme they
prefer to include in their reports and teacher can give a hand when they need teachers'
assistance.

III. Post-task
(1) Students Reporting 8 minutes
The teacher asks students to share their completed tasks for their classmates.
Then, each group depicts their successful tasks by showing a review paper on the board
for everyone to see and know or by reading out their answers to the rest of the class. The
teacher makes records of the common errors occurred in students' presentations.
(2) Evaluating Students' Performance 3 minutes
At the end of the task activity, students will be asked to check their knowledge
and understanding of the text by answering the questions in textbook.
Complete each sentence, using the future tense with an appropriate phrase below.
close the window see the dentist
throw a big party stand first
1. He studies very hard. I think he ------ in the final examination.
2. Mother has a severe toothache; she --------.
3. Kyaw Lwin will be fifteen om 27th October; he -------- on that day.
4. It’s cold in here; I -------.
(3) Corrective feedback 5 minutes
As a corrective feedback, the teacher provides further practices taken from the
other sources to remedy their frequent errors and mistakes depending on the most
common errors detected among students’ responses. For example, if students still seem
vague perception with the usage of future tense, the teacher has to clarify students'
understanding by using picture card worksheets.

28
 After analyzing their feedback, if students cannot reach pre-determined learning
objectives, the whole task cycle have to reprocess from initial pre-task stage. If students
obtain preferable learning outcomes, the teacher can move ahead to future lecture.
Sample Lesson Plan 6 (Proposed MATBLT Model)
(a) Subject - English
(b) Standard - Grade 10
(c) Time - 45 Minutes
(d) Topic - Unit (9) Climate Change

I. Pre-task
(1) Specifying instructional content - Conditional Clause
(2) Determining instructional (a) General objectives
objectives - To be able to develop insights into the
structure of English language
- To be able to understand the underlying
rules of grammar.
- To be able to assimilate the correct
patterns of the language and use the
language effectively.
- To prepare students to become more
independent and productive second
language learners.
(b) Specific objectives
- To be able to understand the
conditional clause in sentence.
- To be able to express certain conditions
and the result of these conditions in
appropriate situation, taking into
account usage, effect and interaction.
- To be able to rewrite the sentence by
using conditional clause.
(3) Eliciting entering behavior - Students must have prior knowledge about
the functions English tenses.
The teacher asks his students to sort out present tense, past tense and future tense in
the following sentences.

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 - He will tell you when he gets here.
- I noticed that Htut Htut had left his book behind.
- Nay Min goes to cinema with his friends.
- They were not going a picnic.
- What will happen when it is too hot?
(4) Selecting felicitous instructional - Grade 10 English Textbook, Dictionary,
media Blackboard, Chalk, A4 and Color Pen,
Colorful printed reading task cards.
(5) Deciding suitable task - Picture task card for reading and writing skill
(6) Creating classroom context - Teacher need to prepare physical learning
environment in class to accelerate students'
understanding and to accomplish their
assigned tasks.

II. During Task

(1) Delivering Learning Materials
 Warm-up Activity 5 minutes
Greets students as usual and asks them to answer some icebreaking questions as
follows.
a. How do you understand English tenses?
b. When do you use past perfect tense in sentence?
c. How can you rewrite simple past sentence into past perfect sentence?
Revised-teaching the basic types of English tenses.

30
  Utilization of Instructional Media 8 minutes
In this stage, the teacher will drive instruction by using pertinent instructional
media that can make the lesson more outstanding. Teacher employs some printed pictures
and flash cards concerning the type conditional clauses and the grammatical rules of
using these clauses.

31
  Students' Active Engagement 3 minutes
The teacher makes quiz with some check-up questions that can find out how much
students are attentive to their learning.
a. How many types of conditional clause are there?
b. What are the differences between the Type 1 and Type 2 conditional clause?
c. How do you understand the main clause and if-clause?

32
 (2) Assigning Appropriate Tasks 10 minutes
In this stage, teacher allocates appropriate and able task for students to guarantee
students comprehension about the text they learned. Teacher allocates students to work on
picture task card to improve their written composition and reading comprehension.
 Time Allocation and Group formation – Teacher needs to define acceptable time
for students to carry out their allocated tasks. Students will be assigned into five
groups, each group consisting of six members.
Task Procedure Materials Interaction Evaluation
and aids Pattern Criteria
Picture Task The teacher gives Colorful Group All students
Card interesting and colorful Pictures works can be able
picture task cards  S-S to complete
containing conditional  T-S the board
clause exercises for each game
group to answer questions provided by
in task cards independently the teacher.
with their own imagination
and inspiration.

33
  Spontaneous Teacher's Guidance - Teacher can support his students whenever
they need assistance during their task activities. Teacher can aid his students in
sentence construction and vocabulary usage if students want teacher's assistance
in doing picture task card exercises.
 Individual Active Participation - Teacher must wander around students to ensure
individual active engagement. In working out picture task card, teacher should
take care of each student's responsiveness according to their assigned roles for the
accomplishment of their tasks.
(3) Formative Assessment
Teachers need to monitor each student interaction and ask some intermittent
questions during task activities to make ascertain formative assessment.
a. How do you understand Type 3 conditional clause?
b. How can you rewrite Type 1 conditional clause sentence into Type 2
conditional clause?
(4) Encouraging Students' Plan to Report 3 minutes
After students performing the assigned tasks, the teacher fosters his students to
prepare and plan to prepare their report. It is necessary to give autonomy to students to
select the concepts and ideas they wish to build in their reports and teacher can help them
when they need teachers' helping hands.
III. Post-task
(1) Students Reporting 8 minutes
Each group implements their presentations about successful tasks by showing a
review paper on board for everyone to see and know or by reading out their answers to
the rest of the class. The teacher makes notes of the common errors occurred in students'
presentations.
(2) Evaluating Students' Performance 3 minutes
At the end of the task activity, students will be asked to check their knowledge
and understanding of the text by answering the questions in textbook.
Supply the correct form of the verb in brackets.
a. He (lend) her the money if she had asked for it from him.
b. Unless the sales (increase), we’d have to close the shop.
c. If you ate too much, you (gain) weight.
d. If you visit Scotland, you (see) Edinburgh Castle.

34
 e. If his parents (not, support) him, he would have had to find a part-time job.
(3) Corrective feedback 5 minutes
As a corrective feedback, the teacher provides further exercises taken from the
other sources to remedy their frequent errors and mistakes depending on the most
common errors detected among students. For example, if students repeatedly produce
mistake with the usage of conditional clause types, the teacher need to clarify the
differences among them by giving more exercise.

After analyzing their feedback, if students cannot achieve considered learning

objectives, the whole task cycle have to reprocess from initial pre-task stage. If students
reach pre-determined learning goals, the teacher can step forward to next lecture.
Sample Lesson Plan 7 (Proposed MATBLT Model)

(a) Subject - English

(b) Standard - Grade 10
(c) Time - 45 Minutes
(d) Topic - Unit (9) Climate Change

I. Pre-task
(1) Specifying instructional - Expository Writing.
content
(2) Determining instructional (a) General objectives
objectives - To be able to write an essay more
comfortably.
- To be able to grasp the opportunity to
perform assigned tasks more skillfully.
- To prepare students to become more
independent and productive second
language learners.
(b) Specific objectives
- To be able to classify different types of
essay writing.
- To be able to understand what an
expository writing is and how to use
it.

35
 - To be able to write a comprehensive
expository essays more skillfully.
(3) Eliciting entering behavior - Students must have prior knowledge about
how to write an essay.
The teacher asks students to answer some pre-reading questions.
- Have you ever written essays?
- Mention some types of essays you know.
(4) Selecting felicitous instructional - Grade 10 English Textbook, Dictionary,
media Blackboard, Chalk, A4 and Color Pen,
Colorful printed text and pictures.
(5) Deciding suitable task - Hamburger paragraph writing tasks for
writing skill
(6) Creating classroom context - Teacher need to prepare physical learning
environment in class to accelerate students'
understanding and to accomplish their
assigned tasks.

II. During Task

(1) Delivering Learning Materials
 Warm-up Activity 2 minutes
Greets students as usual and asks them some brainstorm questions at once.
a. Do you like writing an essay?
b. What essay titles are easy for you?
c. Do you know how to write descriptive essay?

 Utilization of Instructional Media 8 minutes

In this stage, the teacher will conduct instruction by using befitted
instructional media that can make the lesson more understanding. The teacher
utilizes some colorful printed pictures and flash cards including four types of
essays, what an expository writing is and importance tips for writing it.

36
 The teacher needs to explain students that an expository writing, also called
informative writing is used to convey factual information. The purpose of expository
writing is to present a balanced, objectives description of a topic. The writer should
follow the following tips in writing an expository essay.

37
  Students' Active Engagement 2 minutes
The teacher makes certain that all students will actively engage in his instruction
by leading his students to answer some teachers' questions.
a. What is expository writing?
b. What are the elements of expository writing?
c. What are important tips for writing expository essay?
(2) Assigning Appropriate Tasks 13 minutes
In this stage, teacher assigns felicitous task for students to empower students'
deep-rooted understanding about the information they learned. Teacher allocates students
to perform hamburger paragraph writing task for students' written composition.

38
  Time Allocation and Group formation – Teacher needs to set out enough time
for students to do successfully their allocated task. Students will be assigned into
six groups, each group consisting of six to eight members.
Materials and Interaction Evaluation
Task Procedure
aids Pattern Criteria
Hamburger The teacher gives an Printed texts Group All students
Paragraph interesting topic for each and pictures works must
Writing Task group to do hamburger  S-S energetically
paragraph writing task  T-S participate
independently with their and can
own imagination and perform
inspiration.
assigned
Example:
tasks by
 My Favorite Subject
 My Ideal Home teachers.
 An Admirable Person
 Thadingyut Holiday
 My School
 Unforgettable Trip

39
  Spontaneous Teacher's Guidance - Teacher can support his students whenever
they need assistance during their task. Teacher can aid his students in sentence
construction and vocabulary usage if students want teacher's assistance in doing
hamburger paragraph writing task.
 Individual Active Participation - Teacher must visit around students to secure
individual active engagement. In hamburger paragraph writing task, teacher
should take care of distributing the role of thinkers, writers and presenters.
Moreover, the teacher needs to check each student contribution according to their
assigned roles for the accomplishment of their tasks..
(3) Formative Assessment
Teacher can detect each student interaction by asking some random questions
during task to guarantee formative assessment.
a. What is the main reason for your favorite subject?
b. Have you ever taken a trip with others?
c. Did you enjoy your Thadingyut holidays?
(4) Encouraging Students' Plan to Report 3 minutes
After finishing the assigned tasks, the teacher stimulates his students to plan to
develop their report. It is necessary to empower students to select the theme they prefer to
include in their reports and teacher can give a hand when they need teachers' assistance.

III. Post-task
(1) Students Reporting 5 minutes
The teacher asks students to share their completed tasks for their classmates.
Then, each group depicts their successful tasks by presenting a review paper on the board
for everyone to see and know or by reading out their answers to the rest of the class. The
teacher makes records of the common errors occurred in students' presentations.
(2) Evaluating Students' Performance 7 minutes
At the end of the task activity, the students will be asked to check their knowledge
and understanding of the lesson.

40
 Write an expository essay on “Public Transportation is better than private
transportation for the environment”, using the prompts given below.
 solve air pollution and noise pollution problems
 save energy
 slow down the climate change process
 reduce traffic jam
 meet new people on our journey
(3) Corrective Feedback 5 minutes
As a corrective feedback, the teacher bring further exercises taken from the other
sources to rectify their frequent errors and mistakes depending on the most common
errors occurred among students. For example, if students misunderstood between
expository writing, argumentative writing and persuasive writing, teacher should explain
by showing the differences among these writing styles to remedy their weaknesses.

41
 After analyzing their feedback, if students cannot obtain considered learning
objectives, the whole task cycle have to reprocess from initial pre-task stage. If students
achieve preferable learning outcomes, the teacher can move ahead to upcoming lecture.

42