Creative and Innovative Lesson Plans and Teaching Materials

1.0 PREFACE

2.0 ACKNOWLEDGEMENT

3.0 THE WRITERS

4.0 LESSON PLAN 1: SCIENCE & TECHNOLOGY

5.0 LESSON PLAN 2: USING SONG AS PROMPT TO NARRATIVE ESSAY WRITING

6.0 LESSON PLAN 3: COMIC STRIP MAKING IN TEACHING LITERATURE 1

7.0 LESSON PLAN 4: COMIC STRIP MAKING IN TEACHING LITERATURE 1

8.0 LESSON PLAN 5: FRIENDS, COUNTRYMEN

9.0 LESSON PLAN 6: CHARACTERS AND TRAITS IN THE DRAMA RUMPELSTILTSKIN

10.0 LESSON PLAN 7: PEOPLE: WE DID IT!

11.0 CONCLUSION

CONTENT

PREFACE

These creative & innovative lesson plans and teaching

materials are prepared to give some teaching ideas to the

teachers of English Language in Jempol and Jelebu districts.

This book is also prepared to help upgrade the English

Language results in all secondary schools in Jempol and Jelebu

districts.

The lessons chosen are based on the national curriculum

specifications. Materials used are suitable for various student

backgrounds in the districts.

Cik Norshahida binti Shaarim

District English Language Officer

Pejabat Pendidikan Daerah Jempol & Jelebu

January 2014

ACKNOWLEDGEMENTS

We would like to thank all the English Language teachers

who have contributed their lesson plans in this book.

Despite their hectic routines at schools and homes, they

still managed to come up with these wonderful lesson plans.

Thank you for your contributions and may God bless you.

THE WRITERS

1. PUAN MASZALINA BT OTHMAN

SMK SERI JEMPOL

2. PUAN MARTINA BONG

SMK UNDANG JELEBU

3. PUAN NORHASLINA BT MANAP

SMK PALONG SEBELAS

4. PUAN RIMAMELATI BT SHAMSUDIN

SMK SERI PERPATIH

5. PUAN NOOR RAIHAN FATIN BT RUSLAN

SMA HAJI MUHAMAD

FORM: 4A

TIME: 9.40-11.00

DURATION; 1 HOUR 30 MINUTES

TOPIC: SCIENCE AND TECHNOLOGY

LEARNING OUTCOMES:

2.0 Presenting information by:

2.3 a (viii) Applying process writing skills.

Specific Objectives: Students should be able to :

1. Describe objects using suitable adjectives.

2. Write a descriptive essay

3. Present the assigned paragraph.

Set Induction(5 minutes)

1. Teacher recaps on adjectives.

2. Teacher assigns students to groups of 3.

Pre-Writing- Activity 1(25 minutes)

3. Teacher gives a paper bag to each group. (A mystery item in each paper bag)

4. Students guess the item inside the paper bag by describing the items using suitable adjectives.

5. Students draw the outline of their palm on a piece of paper. Each finger represents a sense. (touch,

taste, sight, sound, smell)

6. Students write the descriptions according to the senses.

7. Groups present their descriptions and guesses on the mystery item.

8. Teacher sums up the activity

While-Writing- Activity 2 (25 minutes)

9. Teacher distributes the essay question.

10. Teacher explains the question and the arrangement of points.

11. Teacher relates the previous activity with the writing task.

12. Students are assigned with a paragraph. ( introduction, contents, conclusion)

13. Students jot down the points using the palm method and consult the teacher.

14. Students write their paragraph.

15. Teacher monitors students work.

16. Students write their paragraph on a mahjong paper.

Post-Writing-Activity 3 (20 minutes)

17. Students present their paragraph.

18. Students from other groups check for errors.

Conclusion (5 minutes)

19. Teacher sums the activity and students copy down the completed essay in their essay book.

Enrichment activity:

Students are asked to find information on recycling.

Learning achievement:

_______________________________________________________________________________________

_____________________________________________________________________________

Worksheet 1

DESCRIPTIVE ESSAY

Q: Describe a festival celebrated in your area.

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Lesson plan: Using song as prompt to narrative essay writing

1. Class: Form 4/Form 5

2. Time: 80 mins

3. Level: Intermediate

4. Theme: People

5. Learning outcome: Students should be able to:

2.1 Obtain information for different purposes by

a. listening to spoken texts such as talks, speeches and viewing television

documentaries

2.3 Present information by f. composing an essay

6. Objectives: At the end of the lesson, students should be able to

a. listen to a song and discuss about possible reasons for the disagreement between a

parent and his/her child/children (based on the song)

b. talk about generation gap existing between parents and children

c. discuss and present a plot of a story with similar theme to the song

d. write a narrative essay

7. Previous knowledge: Teacher has taught students about the classic plot in narrative

writing.

8. Teaching materials: Mahjong paper, worksheet 1 and 2, CD/MP3 player or a laptop with

speaker

No Stage Description of procedures Comment

1 Set induction (3-5 mins mins)

Lead in questions asking about certain rules that students dislike at home and why

Qs: What are certain rules at home that you disagree with or dislike? Why?

2 Development stage: 5 mins

Listen to a song : Perfect by Simple Plan and fill in the blanks

* Blank out important parts that lead to issue that teacher wants to highlight * Ask students to listen and fill in the blanks


Discuss the answers. * Call out students to give their answers. (exchange papers etc)


Discussion of possible meaning of song

* Let students predict possible reasons for the disagreement between father and son Eg. Over career choice etc.

5 Development stage: (Brainstorming) 20 mins - Group discussion (3 in a group)

Plot discussion give the classic plot diagram to students and outline as guide

* Students discuss a plot for their narrative essay on a disagreement between a parent and his/her child

6 Development stage: Presentation 15 mins

Each group is given 2-3 mins to present


Further elaboration on the plot (adding more details or words to help writing an essay)

Students get into their groups again and brainstorm for further details for their essay.

8 Writing - 10 mins Students write the first paragraph of their essay

Teacher give a beginning line to help students (optional) Eg. I could not remember the last time I talk to my dad.... Ending line: I am glad that I had decided to follow my dream so many years ago.

The whole essay writing can be assigned as homework or to be shared in class.

Writing of essay (end product) is an individual work. Students work in group to brainstorm

for ideas.

Teacher can also continue with the class/peer editing in the next lesson.

Suggested topics in Form 4 and Form 5 syllabus

Form 4 Portrait of Young people (Chapter 2)

Form 5 Career Choice

Other variations/improvisations of activity:

1. - Groups are given different song lyrics with different issues or story lines

e.g separation in family

motivating songs (from parents to child)

conflict between best friends

environmental issues

world issues war etc

- Each group create a story based on the issues assigned to their groups

Worksheet 1

"Perfect"

Hey dad look at me Think back and talk to me

Did I _____ ____ according to ______? And do you think ____ ________ ______ ______ ______ ________ I

wanna do? But it hurts when you _______________ all along

** And now I try hard to make it I just wanna make you _________

I'm never gonna be ______ _______for you Can't pretend that

I'm alright And you _____ ___________ me

** 'Cause we lost it all

Nothing lasts forever I'm sorry

I ______ be ________ Now it's just too late and

We can't go back I'm sorry

I _______ be _________

I try not to think

About the pain I feel inside Did you know you used to be my hero?

All the days you spent with me Now seem so far away

And it feels like you don't care anymore

Repeat **

Nothing's gonna change the things that you said Nothing's gonna make this right again (right again)

Please don't turn your back I can't believe it's hard

Just to talk to you

But you don't understand (you don't understand)

Answer

Perfect

Hey dad look at me

Think back and talk to me Did I turn out according to plan?

And do you think Im wasting my time doing things I wanna do? But it hurts when you disapprove all along

** And now I try hard to make it

I just wanna make you proud I'm never gonna be good enough for you

Can't pretend that I'm alright

And you cant change me

** 'Cause we lost it all

Nothing lasts forever I'm sorry

I cant be perfect Now it's just too late and

We can't go back I'm sorry

I cant be perfect

I try not to think About the pain I feel inside

Did you know you used to be my hero? All the days you spent with me

Now seem so far away And it feels like you don't care anymore

Repeat **

Nothing's gonna change the things that you said Nothing's gonna make this right again (right again)

Please don't turn your back I can't believe it's hard

Just to talk to you But you don't understand (you don't understand)

Worksheet 2

Story plot

Character (s) : 1.

2.

3.

Setting :

Conflic :

Example:

Story plot

Character (s) : 1. Melissa

2. Father

3. Mother

4. Sister

Setting : Year 2013 (Melissa got her SPM results)

Year 2023 (Melissa a successful and internationally acclaimed dancer)

Conflic : Deciding over career to be a dancer or a doctor as her parents wished

2023 taking her bow on

stage to a standing ovation

*Flashback

2013 SPM results

- Straight As

- So happy

Parents happy

- talked about applying

into prestigious medical

universities

- unhappy

- had a row

- pursue own career

choice professional

dancer

10 years later present

time successful parents

proud

Lesson Plan Comic Strip making in Teaching Literature

Lesson 1 Teach the convention of Comic Strip Making

Time: 40 mins

Level: From weak to advance

Rationale: To teach students the steps involved in producing comic strips.

Objectives: At the end of the lesson, students should be able to produce sample comic

strips based on description given.

**Note: Students are not expected to produce perfect illustration of comic. Some students may not

have the talent to draw. Accept even match stick people illustrated by students who cannot draw

proper comic figures.

STEP Description Comment

1 Set induction teacher bring to class sample of comic strips cut from newspapers or teacher can

ask students to bring comic strips cut from

newspapers or magazines to class.

*Ask students about their

favourite comic and why

they love to read comic.

- easy to understand

- clear illustration

- graphic

2 Introduce the convention of comic strip making.

(refer to appendix)

*Explain and show how to

make comic strip

3 Pair work assign each pair with a short description that they have to illustrate in comic

form. (Refer to appendix)

4 Display students work and ask them to identify the conventions used

Eg. Types of shots

Sounds

Movements etc

APPENDIX 1

1. Speech balloons

APPENDIX 2

2. Shots

- Long shots

- medium shot

APPENDIX 3

- extreme long shot

- Close up

APPENDIX 4

- extreme close up

- detail shot

APPENDIX 5

3. Movement

APPENDIX 6

4. Symbols

APPENDIX 7

5. Silhouette

6. Sound Effects

****pow*****

whoosh

APPENDIX 8

7. Caption

Mr. Grump always feared the world would end on a Friday

APPENDIX 9

8. Panel

APPENDIX 10

1. The door closed with a loud bang.

2. His eyes widened in shock.

3. In the dim light, she only saw the silhouette of an old lady.

4. The two of them were relaxing under a shady tree.

5. Mr Tee was so angry that words failed him. (symbol $%#@*&%$)

6. He stepped on a banana peel and fell backward.

Lesson Plan Comic Strip making in Teaching Literature

Lesson 2 Using Comic Strip to teach Literature

Time: 80 mins

Level: From weak to advance

Rationale: To gauge students understanding of the literary text taught.

Learning outcomes: 3.2 Express themselves creatively and imaginatively by

b. Retelling a story form a different point of view, and

presenting it in another genre;

Objectives: At the end of the lesson, students should be able to produce comic strips

based on the literary text given.

Previous knowledge : Teacher has taught the literary text to the class.

Example of text assigned: He had such quiet eyes by Bibsy Soenharjo

Step Description

1 Set induction Recap the lesson on comic strip convention by flashing some examples of comic

strip and ask students about the convention

used.

Eg. Different shots, movement, symbols etc.

2 Group work explain students have to produce a story based on the literary text learnt.

(NOT illustrating the poem line by line)

* Create a story with the

plot of a girl being cheated

by the man she loved

*Create a dialogue of their

own

3 Collect and display students work. Marks can

be given. (Refer appendix)

**NOTE: 1. Teacher can limit the number of panels eg. 10 panels

2. If time constraint, students must at least finish 6 panels within the 2

periods.

APPENDIX 1

Group project.

Aspects covered:

- cover ( title, author, illustrated by... .)

- synopsis ( a word limit could be set e.g. 100 words)

- comic strip (a panel limit could be set e.g. 50 panels)

- production process

RANCANGAN PENGAJARAN HARIAN

SUBJECT ENGLISH

CLASS 4 NILAM (AVERAGE TO WEAK) TIME 10.00-10.50

TOPIC FRIENDS, COUNTRYMEN

TEACHING AID TEXTBOOK, WORKSHEETS MORAL VALUES

TEAM SPIRIT

OBJECTIVE TO JOIN WORDS IN THE BOX TO FORM SUITABLE COMPOUND WORDS

ACTIVITIES 1) STUDENTS REFER TO PAGE 23 OF THE TEXTBOOK 2) STUDENTS COPY NOTES AND EXERCISE INTO THEIR

VOCABULARY BOOKS. 3) TEACHER EXPLAINS AND GIVES EXAMPLES 4) FOR CLASS ACTIVITY, TEACHER SPLITS STUDENTS IN HALF

AND HAVE A COMPOUND WORD RACE. 5) FROM EACH HALF, TEACHER PICKS A STUDENT AND

WHISPERS A COMPOUND WORD TO HIM/HER. 6) THESE STUDENTS EACH GET HALF THE BOARD TO DRAW

THEIR COMPOUND WORD WITH THEIR TEAM SHOUTING OUT THEIR GUESSES.

7) EACH STUDENT GET THE CHANCE TO DRAW AT THE BOARD. 8) TEACHER DISTRIBUTES WORKSHEET CONTAINING

COMPOUND WORK PRACTICE 9) TEACHER MONITORS AND CHECKS STUDENTS WORK. 10) STUDENTS COMPLETE EXERCISE ON PAGE 23

ACHIEVEMENT

ALAT BANTU MENGAJAR

FORM 4 TEXT BOOK (page 23)

SUGGESTED COMPOUND WORDS FOR GAME

i) Bedtime

ii) Sunflower

iii) Icebreaker

iv) Greenhouse

v) Heartbreak

vi) Gingerbread

vii) skyline

viii) dragonfly

ix) drawstring

x) headphones

WORKSHEET

COMPOUND WORD PRACTICE IN CLASSROOM

CHOOSE THE WORDS AT THE BOTTOM OF THE PAGE AND

MATCH THEM UP TO MAKE COMPOUND WORDS.

1. __________________________

2. __________________________

3. __________________________

4. __________________________

5. __________________________

6. __________________________

7. __________________________

8. __________________________

CUP BIRTH BALL PLANE WITH BASE FOOD OUT YOUR AIR DAY CAKE RAIN SEA COAT SELF

ANSWER

COMPOUND WORD PRACTICE IN CLASSROOM

CHOOSE THE WORDS AT THE BOTTOM OF THE PAGE AND

MATCH THEM UP TO MAKE COMPOUND WORDS.

1. CUPCAKE

2. WITHOUT

3. YOURSELF

4. SEAFOOD

5. BIRTHDAY

6. BASEBALL

7. AIRPLANE

8. RAINCOAT

CUP BIRTH BALL PLANE WITH BASE FOOD OUT YOUR AIR DAY CAKE RAIN SEA COAT SELF

LESSON PLAN-characters and traits

Date :

Time : (40 minutes)

Class :

Level of Proficiency : Intermediate

Subject : Literature Component

Topic : Characters and Traits in the drama Rumpelstiltskin

General Objective : To enable students to understand the characters and traits in Rumplestiltskin

Specific Objectives : By the end of the lesson, students will be able to:

i. To identify the characters and their traits in the drama. ii. To match the characters with the traits that present in

the drama. iii. To write a short script for a brief role-play. iv. To act and present their role-play.

Skills : a.) CCTS (Critical and Creative Thinking Skills)

b.) Language Skills: Listening, Speaking, Reading and Writing Skills

Moral Values : a.) Activity-based cooperation, respect, tolerance, confidence

b.) Content-based Unconditional love, kindness, pity

Teaching Aids : i. PowerPoint Presentation

ii. Laptop

iii. LCD Projector

iv Task sheets

Reference : 1. Ministry of Education Malaysia (2009). A Collection of Poem, Short Stories and Drama. Kuala Lumpur, Perpustakaan Negara Malaysia. 2. Collie, J. & Slater, S. (1987) Literature in the Language Classroom. Great Britain: Cambridge University Press.

Stage / Time Content / Activities / Teaching

Aids

Teaching and Learning

Activities / Rationale

Set

Induction

5 minutes

Whole Class Activity

Instructions:

i. I am going to show you a

video clip.

ii. Watch this video clip

silently.

iii. Listen carefully and identify

what the video clip is

focusing on.

iv. Based on the video clip,

answer the following

questions:

Questions:

1. What is the most interesting

part of the video clip?

2. Have you come across any

place like that in your life?

3. Would you like to visit a

place like the one shown in

the video clip?

4. What do you think is the

focus of this video clip?

5. Is this focus important?

What makes you think so?

Vocabulary:

Opera house

Auditorium

1. Teacher prepares

students for a video

clip presentation.

2. Teacher sets up LCD

Projector and plays

the video clip.

3. Students watch the

video clip silently.

4. Teacher poses a few

questions orally about

the video clip.

5. Students answer the

questions posed

orally.

Rationale:

i. To evoke students

interest in the lesson.

ii. To activate the

appropriate network

of schemata for the

lesson of the day.

iii. To allow students a

preview of the lesson.

iv. To allow students to

bring in their

experiences and

opinions.

Teaching Aids:

1. Laptop

2. LCD Projector

3. Video clip

Stage 1

(Presentation)

5 minutes


Instructions:

i. You have seen earlier on

how the video clip stresses

on the importance of a

place setting; but what is a

place setting? Based on

what you have gathered in

Form 1, what can you

describe about the setting

of place?

ii. The setting of place is the

location of events. They

are the scenes and places

where the events of the

story take place. It is

crucial in every story for it

acts not only as a premise

for the story to take place

in different situations but

also as the identification of

social background on the

characters of the story.

iii. Based on what you have

learnt in your previous

lesson on the plot of this

story, name a few of the

1. Teacher introduces

the topic for todays

lesson.

2. Teacher provides

input on the concept

of place setting.

3. Teacher explains and

elaborates on the

setting of place.

4. Teacher asks

students orally about

the place settings that

they know of from the

story The Phantom

of the Opera.

5. Students answer

orally in the form of

an open discussion.

6. Teacher evaluates

those answers and

provides appropriate

feedbacks.

Rationale:

i. To provide students

with sufficient

knowledge of the

places you have come

across.

iv. What do you know about

these places you have just

mentioned?

Vocabulary:

Setting of Place

Location

Premise

Social background

Teaching Aids:

1. PowerPoint Slideshow

Presentation

2. Laptop

3. LCD Projector

subject matter.

ii. To assist students in

recalling their prior

knowledge and

engaging it with the

new input given.

iii. To elicit opinions

from students on

their gained

knowledge.

Stage 2

(Practice)

8 minutes

Individual Task

Instructions:

1. For this task, you will work

individually.

2. With page reference to your

text, fill in the left empty

columns with a summarized

understanding of the event

that happened.

3. Next, match it with the

place setting in the right

column.

1. Teacher instructs

students to work

individually with

assistance from their

The Phantom of the

Opera text.

2. Teacher distributes

the task sheets

(Appendix 1) and

proceeds to explain

the task.

3. Students attempt the

task quietly on their

own.

Vocabulary:

dressing room

torture chamber

Teaching Aids:

1. Task sheet (Appendix 1)

2. The Phantom of the Opera

text

4. Teacher discusses

briefly the answers to

the task sheets.

Rationale:

i. To bring students

focus onto the place

setting of the story.

ii. To develop students

summarization skills.

iii. To encourage

students to work

independently.

iv. To assist students in

identifying the

connection between

the place setting with

the events that

occurred in the story.

Stage 3

(Production)

17 minutes

Whole Class Activity (In

Groups)

Instructions:

1. Divide yourselves into 6

groups.

2. In your groups, you are to

do a role-play based on one

of the significant/important

events that took place in

their respective setting as

1. Teacher divides the

class into 6 groups.

2. Teacher instructs

students to do a role-

play on the events

that happened in a

particular setting

based on the

previous activity.

3. Students work

together to come up

you have found in the

previous activity.

3. Come up with a short script

for this role-play. You can

refer to your text for more

assistance.

4. Perform your role-play

before the class.

5. You will be given only 7

minutes.

Vocabulary:

Significant

Teaching Aids:

1. The Phantom of the Opera

text.

with a short script for

the role-play.

4. Teacher facilitates

and monitors

students progress.

5. Students perform

their role-play in

class.

Rationale:

i. To provide equal

opportunities to

students to showcase

their talent and

creativity.

ii. To instill confidence

amongst students to

perform before the

class.

iii. To enable students to

get into the setting

and experience the

particular events that

happened in those

place settings.

iv. To allow students

imagination of the

setting and events to

take place.

v. To develop students

writing skills.

Closure

5 minutes


Instructions:

1. Before we end our class for

today, lets recap what we

have learnt today. Here are

a few questions:

Questions:

i. What is the setting of

place?

ii. Name a few place settings

that can be found in the

story.

iii. Why is the setting of place

important?

2. The setting of place plays

an important role in

enhancing the events that

occur in every story. It is the

premise where these

significant events take

place. Hence, without the

setting of place, a story

would not be able to

develop.

1. Teacher asks

students to recall

what they have

gathered from todays

lesson.

2. Teacher poses a few

questions orally to

check on students

understanding of the

lesson today.

3. Students respond to

questions.

4. Teacher summarizes

and reviews the

lesson of the day.

Rationale:

i. To summarize the

lesson.

ii. To reinforce students

understanding of

what has been

taught.

iii. To consolidate the

lesson of the day.

iv. To assist students in

retaining the

knowledge gathered

from the lesson.

APPENDIX 1

Match the characters in the drama with the correct traits and provide

evidences by writing the pages number in the right column.

Pretty

Hardworking

Intelligent

Sensible

Caring

Loving

RUMPELSTILTSK

IN

LISA

THE KING

FATHER

MOTHER

Has magical

power

Hot-tempered

Playful

Arrogant

Clever

Greedy

Ambitious

Ruthless

Manipulative

Boastful

Dishonest

Caring

Caring

Dishonest

Hardworking

Evidences:

Evidences:

Evidences:

Evidences:

Evidences:

Subject : English

Class : Form 1

Duration : 1 period (40 minutes)

Level : Lower and intermediate

Theme : People

Topic : We did it!

Skills focus : Writing

Language content : Present continuous tense

Previous knowledge : Students have been taught the generic structure of present continuous

tense and have been exposed to several examples of present

continuous tense.

General objectives : At the end of the lesson, students should be able to:

i) Produce sentences based on pictures drawn.

Specific objectives : At the end of the lesson, students should be able to:

i) Write out simple sentences using present continuous tense based on

the pictures drawn.

Teaching aids : White board and marker pens

Moral value : Creativity

Lesson development

Stage Activity and content Rationale

Set induction (5 minutes)

1. Teacher recaps on previous lesson by doing some actions and asks students to tell what the teacher is doing at that moment.

2. Students are told to recall the purpose of present continuous tense and the generic structure of present continuous tense ( verb to be +verb+ing) Example:

Verb to be

Verb (root word)

+ing

Teacher is walk ing right now.

To make review of what students have learnt and to help students to generate some preliminary ideas related to the topic.

Presentation (10 minutes)

1. Teacher writes on the board It is 12 oclock and creates scenery on white board by drawing few pictures such as a house, a tree, a bench, a river and a bridge.

2. Teacher draws a picture of her (stick figure) eating a banana. Then, teacher writes on the top of the picture Teacher is eating a banana near the river.

Students are then asked to tell what the teacher Example given by the teacher provides a correct model for the students to follow.

is doing at 12 oclock.

3. After getting students comments, teacher tells students that they are going to add more pictures on the white board indicating actions doing by people or animals at that particular time.

4. Teacher reminds them that they have to write down sentences describing their pictures and not to forget to include present continuous tense in their sentences.

Practice (20 minutes)

1. Teacher picks students at random and asks them to draw pictures on the white board. (If possible, give all students the opportunity to draw on the white board)

2. Students can add more pictures on the white board. For examples, badminton court, road, trees, etc. that will help them in creating their sentences.

3. Students creativity and imagination are the main priorities in this lesson.

4. Teacher will monitor the students as they are trying to write the sentences.

5. Teacher will also facilitate students in terms of vocabulary.

Students are told to draw and write sentences in order to make them familiarise with the structure of present continuous tense and to enhance students creativity.

Closure (5 minutes)

1. Teacher compliments students drawings and efforts put in completing the task.

2. Teacher asks students what they have learnt from the lesson.

Teachers compliment is important to motivate students and to enhance students creativity

Reflection:

Appendix

Sample layout to be drawn on white board

CONCLUSION

This collection of creative and innovative lesson plans and

teaching materials marks the beginning of Pejabat Pendidikan

Daerah Jempol dan Jelebu (PPDJJ) efforts in gathering as many

lesson plans and teaching materials as possible.

The present and future collections will depict masterpieces

of Jempol and Jelebu English Language Teachers as these

materials will serve the needs of the students in these districts.

Thank you for your support.

Documents

Creative and Innovative Lesson Plans and Teaching Materials