INTERVENTION PLAN TEMPLATE

Class: 5B No. of Pupils: 25

Pre-Test Exam Question: Informal Letter (Directed writing)

Your friend has a written to you seeking advice on how to do well in the SPM examination. Your
friend sat for the examination in the previous year but fared badly in almost all the subjects. He/
She is dejected depressed and upset. Write a letter to your friend, offering suggestions on ways to
improve his/her studies.

UNPACK Knowledge and skills:

For pupils to successfully attempt this question, they need to know:

1. Good Vocabulary

2. Modal Verbs

3. Format

4. Future tense

5. Sequence connectors

Have I pre-taught the above Yes No

Intervention Activities/ Lesson Notes Worksheets/ Other

Resources
Week 1 Worksheet 1:
Circle Me Modal
Gap Identified: Modal Verbs Verbs!

Learning Objectives/ Success By the end of the lesson, students

Criteria: should be able to identify types of Worksheet 2:
modal verbs in the passage Bubble Map
given.

Awareness Raising Strategies: It was found from the data of the

pre-test that students were unable
to use the modal verbs to give
suggestions.
Intervention Activities:
1. Circle the Modal Verbs in the
dialogue given.
Time: 40 minutes
a. Teacher teaches them
types of modal verbs and
how it is used (Textbook).
b. Teacher asks questions
about students activity for
the coming weekend.
c. Teacher distributes
worksheet to the students
to circle the Modal Verbs in
the dialogue.
 2. Students give examples by using
the Modal Verbs in the bubble map
provided.
Time: 40 minutes
a) Teacher draws bubble
maps of the Modal Verbs.
b) Teacher distributes
worksheet, in which the
students must write ONE
simple sentence by using
the Modal Verb in the
bubble map provided and
pass it to the other
members.
c) Gallery walk: Students will
stick it on the wall and do
gallery walk.
d) Good students will help
the teacher to detect
errors.
e) Students will re-write the
correct sentence in their
exercise book if necessary.

WORKSHEET 1- Circle Me Modal Verbs!

Read the dialogue below and circle the Modal Verbs.

Dialogue 1: Asking the Way

A: Excuse me. Can you tell me where South Street is, please?
B: Take the second turning on the left and then ask again.
A: Is it far?
B: No, you can walk it under ten minutes.
A: Thanks very much.
B. Its a pleasure.

***
A: Excuse me, please. Could you tell me how to get to the town centre?
B: First right, second left. You cant miss it.
A: Thank you.
B: Its OK.

***
A: Does this bus go to the station?
B: No, you will have to get off at the bank, and take 178.
A: Can you tell me where to get off?
B: Its the next stop.

***
A: Is this the right bus for the Town Hall?
B: No, you should have caught a 12. Get off at the bridge and get one there.
A: Could you tell me when we get there?
B: Its the next stop but one.
Dialogue 2: In a Restaurant
A: I must not forget to phone John.
B: Why?
A: Its his birthday tomorrow.

***
A: Can you come to the party tomorrow?
B: I am not sure I will be able to join you. I am very busy now.

***
A: You look tired. Whats the matter?
B: Its been a very hard week.
A: You should have a good rest during the weekend.

WORKSHEET 2- Bubble Modal Verbs

Give example of sentences by using the Modal Verbs given.

Intervention Activities/ Lesson Notes Worksheets/ Other

Resources
Week 2 Worksheet 1:
Sequence
Gap Identified: Sequence Connectors Connectors!

Learning Objectives/ Success

Criteria: By the end of the lesson, students
should be able to use the suitable
sequence connectors.

Awareness Raising Strategies: It was found from the data of the

pre-test that students were unable
to use the sequence connectors to
talk write about process.

Intervention Activities: 1. Rearrange the sentences given in

a correct order.
Time: 1 hour
a. Teacher asks students
about their tips on
preparing for an
examination.
b. Teacher encourages
students to use sequence
connectors (taught
earlier).
c. Students work in pair and
teacher distributes them
one envelope contains
scramble words.
d. Students rearrange the
scramble words in a
correct order.
e. At the end, all members in
the group have to
rearrange the sentence
given and form it into a
short paragraph.

WORKSHEET 1- Sequence Connectors!

Rearrange the sentence given in a correct order.

How to Prepare for an Exam

plan your Firstly, must studies you

have identify you to Secondly, topics in tested examination

to what need clarify You are you Thirdly, supposed study to

should a Other than that, create you summary study

you Next is, have sequence to be topic to studied

*
*
*
you study can group in to boredom avoid Finally,

Intervention Activities/ Lesson Notes Worksheets/ Other

Resources
Week 3 Worksheet 1:
Categorising Tenses
Gap Identified: Tenses (Present/Future)
Worksheet 2:
Learning Objectives/ Success Back to the Future!
Criteria: By the end of the lesson, students
should be able to identify past
tense, present tense and future
tense.

Awareness Raising Strategies: It was found from the data of the

pre-test that students were unable
to use the future tense correctly.

Intervention Activities:
1. Categorise the tenses given
(past, present, future).
2. Change the past/ present
tense into future tense.

WORKSHEET 1- Categorising Tenses

Identify the tenses below and categorise it into past/present or future tense.

1. Betsy saw a black snake. ________________________

2. Gwen will go to school. ________________________
3. Mike eats ice cream. ________________________
4. Cindy will play basketball. ________________________
5. Ashley feeds her three cats. ________________________

WORKSHEET 2- Back to the Future!

Change the past and present tense into the future tense.

1. Sheryl is going to school.

Past tense: _______________________________________

2. Harry and Bob are going to the movies.

Past tense: _______________________________________

3. Leslie sings in the chair.

Past tense: _______________________________________

4. Tom sold his baseball cards.

Past tense: _______________________________________

Intervention activities/Lesson Notes Worksheets / Other

Resources

Week 4
Gap Identified: Spelling

Learning Objectives / Success At the end of lesson students will be

Criteria: able to spell the given words correctly

Awareness Raising Strategies: The data was taken from the pre-test
given to the students. It shows that
students have difficulties in spelling
important words such as:
1. Knowledge
2. Create
3. Great
4. Concentrate
5. Sequence
Intervention Activities: 6. Excellent Handouts on list of words
7. Remember

Hangman / Filling in the missing

letter (1 Hour)
1. Students will be given list of words
that has missing letter. Example,
K_n_wle_dge.
2. Students try to find suitable letters
to complete the words.
3. Teacher gives answer and students
check.
4. Teacher gives comments and
feedbacks.

Peer evaluation (1 Hour)

1. Students read their friends pre-
test essay.
2. Students rewrite the wrong
spelled words.
3. Students search for the correct
spelling for the words.
4. Teacher check students work and
gives feedbacks.

Spelling bee game (1 hour and 30

minutes)
1. Teacher divide students into
groups (4-5 members)
2. Each group take turn to spell
word given by teacher.
3. Group that able to get the most
number of correct word spelled
will win the game.

Intervention activities/Lesson Notes Worksheets / Other

Resources

Week 5
Gap Identified: Paragraphing
Learning Objectives / Success At the end of lesson students will
Criteria: be able to arrange paragraph
accordingly.

Awareness Raising Strategies: It was found from the data taken

from the pre-test that students
are unable to arrange paragraph
in organise manner.

Intervention Activities: Reading passages and identifying Reading passage

topic sentences (1 hour)
1. Teacher explains the
definition of topic sentences.
2. Teacher provides reading text
for students to read.
3. Students pick a paragraph
and then underline the topic
sentence.
4. Teacher checks and give
feedbacks. Give correction if
needed.

Identifying topic sentences and Reading passage

supporting details (1 hour)
1. Teacher explain what is
supporting details.
2. Students read and highlight
the supporting details in a
paragraph.
3. Students discuss with teacher
about the supporting details.

Expanding a topic sentence into

a paragraph.
1. Teacher gives students a list
of topic sentences.
2. Students choose 1 from the
list and try to give
supporting details.
3. Students write the paragraph
4. Teacher checks and gives
possible feedbacks.