LESSON PLAN (READING)

Subject : English Language

Year :5A

Enrolment : 35 pupils

Date/Day : 7TH March 201.... (Monday)

Time : 12.45 pm – 1.145 pm (60 minutes)

Theme : World of Knowledge

Topic : Moving Forward (Unit 5)

Focused Skill : Reading

Integrated Skill : Writing

Previous Knowledge : Pupils are already familiar with some of the vocabulary in the
topic which was introduced in the listening and speaking
skills.
Content Standard : 2.2 By the end of 6-year primary schooling, pupils will be
able to demonstrate understanding of linear and non-
linear texts in form of print and non-print materials using
range of strategies to construct meaning.

Learning Standard : 2.2.2 Able to read and understand phrases and sentences
from
b) non-linear texts

: 2.2.3 Able to read and demonstrate the understanding of texts

by
c) giving main ideas and supporting details

Learning Objectives : By the end of the lesson, pupils should be able to:

1. Match at least 4 out of 5 words correctly with their

meaning.
2. Answer correctly at least 4 comprehension questions
based on the text read.
3. Complete the bubble map (in groups) by pasting at least
____correct answers using the information found in the text.
4. Write a short paragraph using the information from the
map.

Vocabulary : electronic books, purchased, debit cards, downloaded,

accessed, environmentally friendly

Educational Emphases: (Choose from the 16 elements of EMK appropriate to the topic.) Moral
Value(s) : be wise in using information technology .
Thinking Skills : Applying (construct, select, organise, choose)
Multiple Intelligences : verbal-linguistic, inter-personal and intra-personal
 Entrepreneurship : e-business (e-book)
Resources/Teaching Aids : model of electronic book, ppt reading text “Electronic Books:
The Future of Reading”, sentence strips, manila card with
bubble map template, question cards in a mystery box.

Stages/Time Content Activities Remarks

To arouse pupils’ 1)Teacher plays hangman game

Set Induction interests through word using the vocabulary learnt in the Preparation
(5 minutes) games. previous lesson. This game is played Phase
Eg. Electronic book, in groups.
environment, friendly
2)Teacher thinks of a word already - Preparation
introduced before in this topic and the - Analysis
pupils try to guess it by suggesting
letters in the word.

3)The group that manages to guess

the word correctly wins the game.

1) To elicit verbal 1) Teacher shows a model of an

Prereading responses from the electronic book to the pupils and Imagination
(15 minutes) pupils about the passes it round to the pupils for Phase
topic. them to touch and feel the object.
Example:
a) What is the name of 2) Teacher asks questions related to - Generating
this gadget? the electronic book model to the ideas
b) How do we use this pupils to elicit their responses.
gadget?
3) Then teacher introduces and
c) Would you like to
explains new vocabulary in the
have this gadget at
reading text about electronic
home?
books.
d) Why did you say
so?
4) Teacher reads aloud the text
2) New vocabulary eg.
displayed and pupils listen
 electronic books, attentively.
purchased, debit
cards, accessed, 5) Teacher discusses what the text is
environmentally about and asks the pupils to
friendly, construct an i-Think map of the
downloaded advantages of using electronic - Synthesising
books. ideas
3) Summarise the
advantages of the Assessment for
electronic book learning
using an i-Think objective (1)
map.

1) To test pupils’ 1) Teacher distributes a worksheet

While reading comprehension of with comprehension questions Development
(15 minutes) the text. based on the text to the pupils. Phase
2) Pupils answer all the questions in - Enrichment
full sentences. - Assessment
3) Teacher facilitates the pupils while
they are answering the questions. Assessment for
4) Pupils exchange their work and learning
check the answers with their objective (2)
teacher.

1) To demonstrate 1) Teacher asks pupils to form Action Phase

Post-reading pupils’ groups of five. -Implementation
(20minutes) understanding of 2) Teacher distributes to each group -Continuous
the text using a an envelope which consists of several Practice
bubble map related scrambled sentence strips and a -Differentiated
to the text. manila card with a blank bubble map learning
template. Assessment for
learning
3) Teacher asks each group to objective (3)
complete the bubble map by pasting
 the correct sentence strips about the
advantages of electronic books from
the sentence strips in the envelope.

4) Each group puts up and presents

their completed bubble map.

5) Pupils get peer and teacher’s

feedback for their presentation.

6). Pupils write a short paragraph

about the advantages of electronic
books using the information in the
bubble map.

Closure 1) To recap the 1) Pupils volunteer to pick a question

lesson. from a mystery box and then he
(5 minutes) 2) To instill moral /she reads the question and
values. answer it loudly.
2) Pupils list out the importance of
using the technology wisely.

Reflection:
Elements of Educational Emphases:

1. Thinking Skills
2. Entrepreneurships
3. Information Communication Technology (ICT)
4. Multiple Intelligences
5. Learning How to Learn
6. Mastering Learning
7. Constructivism
8. Values and citizenship
9. Contextual Learning
10. Knowledge Acquisition
11. Creative and Innovation
12. Preparation for the real world
13. Interpersonal
14. Dictionary Skills
 LESSON PLAN (WRITING)

Subject : English Language

Year :3A

Enrolment : 35 pupils

Date/Day :

Time : 8.20-9.20 (60 minutes)

Theme :

Topic : People around me (Unit 4)

Focused Skill : Writing

Integrated Skill : Reading

Previous Knowledge : Pupils are already familiar with some of the occupations
which were taught in the previous lessons.

Content Standard : 3.2 By the end of the 6 year primary schooling, pupils will
be able to write using appropriate language, form and
style for a range of purposes.

Learning Standard : 3.2.2 Able to write with guidance

a) simple sentences

Learning Objectives : By the end of the lesson, pupils should be able to:

1. Fill in at least 4 out of 5 question words correctly to

complete a dialogue text.
2. Fill in at least 3 out of 5 answers correctly in a paragraph
to describe an occupation based on the model text given.
3. Write correctly at least 5 sentences in a paragraph to
describe an occupation with reference to the model text
given.

Vocabulary : Occupation, Firefighter, safety, puts out, talks

Educational Emphases :
Moral Value(s) : Kind, Helpful, Honest
Thinking Skills : Applying
Multiple Intelligences : verbal-linguistic, inter-personal and intra-personal
Entrepreneurship :
Resources/Teaching Aids : Picture cards, reading text (Dialogue), worksheets, Word cards
 Stages/Time Content Activities Remarks

To arouse pupils’ 1) Teacher plays hangman game

Set Induction interests through word using the vocabulary learnt in the Preparation
(5 minutes) games about previous lesson. This game is played Phase
occupations. in groups.

2) Teacher thinks of a word already - Preparation

introduced before in this topic and the - Analysis
pupils try to guess it by suggesting
letters in the word.

3) The group that manages to guess

the word correctly wins the game.

To elicit verbal 1) Teacher shows a picture of a Imagination

Presentation responses from the policeman in uniform. Phase
(15 minutes) pupils about the picture. 2) Teacher asks questions - Generating
related to the picture to the ideas
Example: pupils to elicit their responses.
1) Who is this? 3) Then teacher put up a reading
2) What is his text about the picture and
occupation? occupation on the board.
3) Where does he 4) Teacher reads aloud the text
work? displayed and pupils listen
4) What does a attentively.
policeman do? 5) Teacher and pupils discuss - Synthesising
what the text is about. ideas

1) To demonstrate 1) Teacher puts up a dialogue Development

Practice the pupils’ text on the board. Phase
(15 minutes) understanding 2) Pupils are asked to complete - Enrichment
of the text by the dialogue with the question - Assessment
 completing the words (Who, What, Where).
dialogue with (Worksheet 1) Assessment for
the question 3) Pupils will use the answers to learning
words. the questions (with teacher’s objective (1)
guidance) to write a paragraph
2) Use the answer about Encik Rahim.
to the questions 4) Teacher uses the paragraph
(in the dialogue) as a model for writing.
to write a 5) Pupils read the paragraph and
paragraph about (with the teacher’s guidance)
Encik Rahim. study particular features of
it, for example: > the way
sentences are joined

1) Parallel writing 1) Teacher distributes a Action Phase

Production (Using model worksheet describing Encik
text about Encik Rahim’s occupation (Model
(20minutes) Rahim) text). -Implementation
2) Pupils write 2) Pupils write a paragraph
about the describing the occupation of -Continuous
occupation of their parents/ uncles Practice
their parents/ brothers/sisters (Ref.
uncles brothers / Worksheet 2 - for moderate / -Differentiated
sisters. high proficiency pupils) learning
3) Fill in the blanks 3) Pupils write the correct
using the correct answers to fill in the blanks in Assessment for
answers a paragraph describing the learning
occupation of Miss Mary (Ref. objectives (2 &
Worksheet 3 - for low 3)
proficiency pupils)
4) Teacher facilitates the pupils
while they are writing their
essays.
 5) Teacher picks a few pupils at
random and asks them to read
their essays in front of their
classmates.

Closure 1) To recap the Teacher picks up word cards and

lesson. shows them to pupils. Pupils describe
(5 minutes) 2) To instill moral their occupations.
values.

Reflection:
 Worksheet 1

Complete the dialogue with the question words (Who, What, Where).

Paven : _________ is this?

Mia : This is Encik Rahim.

He is my uncle.

Paven : _________ does Encik Rahim do?

Mia : He is a firefighter.

Paven : _________ does he work?

Mia : He works at the fire station.

Paven : _________is the fire station?

Mia : It is in Kota Samarahan.

Paven : _________ does a firefighter do?

Mia : A firefighter puts out fires and gives talks about safety.

-----------------------------------------------------------------------------------------------------------------------------------------

This is Encik Rahim. He is my uncle. He is a firefighter. He works at the

fire station. It is in Kota Samarahan. A firefighter puts out fires and gives
talks about safety.
 Worksheet 2

This is Encik Rahim. He is my uncle. He is a firefighter. He works at the

fire station. It is in Kota Samarahan. A firefighter puts out fires and
gives talks about safety.

Write about the occupation of your parents, uncles, brothers or sisters

This is______________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
 Worksheet 3

This is Encik Rahim. He is my uncle. He is a firefighter. He works at the

fire station. It is in Kota Samarahan. A firefighter puts out fires and
gives talks about safety

Fill in the blanks with the correct answers to describe Mary’s occupation.

SK Desa Ilmu teacher teaches pupils how to read and write

Kota Samarahan Mary teacher aunt

This is __________Mary__________. She is my ___________________.

She is a ____________________________________. She works at
____________________________. It is in _____________________. A
_________________________________________________________

_________________________________________________________.