Subject : English Class: 3 Jaya Time: 07.50 – 09.20 a.
m Duration: 1 hour 30 min
Theme : World of self, Date: Monday/ 14 October
Focus skill: Speaking CCE: Language
family and friends 2024
Teaching aids: 21st Century Skills/Strategy/Activity:
Cards from lesson 100, animals flashcards, audio CD. Communication, collaboration, gallery walk.
Language/Grammar focus:
Plural nouns (regular and irregular)
TOPIC
Out And About
CONTENT STANDARD
2.1 Communicate simple information 1.2 Understand meaning in a variety of familiar
M C
intelligibly contexts
LEARNING STANDARDS
2.1.5 Describe people and objects using 1.2.2 Understand with support specific information
M C
suitable words and phrases and details of short simple texts
LEARNING OBJECTIVES
M At the end of the lesson, pupils will be able to name the animals they have on their farm correctly.
C At the end of the lesson, pupils will be able to listen to their partner and draw the animals they hear.
1. Have pupils look at their cards from Lesson 100 and read the words.
2. Using animals flashcards, check pupils’ understanding of the words by playing Slap
I. PRE-LESSON
in small groups.
3. Slap Game: Show a flashcard and pupils should race to take the right word card.
II. LESSON 1. Activity 1:
DEVELOPMENT
Direct pupils’ attention to the children and ask them to guess what they are
doing. (SB pg 67 Activity 4)
Play the CD and have pupils chorally repeat the sentence. (track 8)
In groups, pupils share out, randomly, the cards from the pre-lesson activity.
Tell pupils to draw the animals they have cards for on their farm.
Give pupils time to draw their farm.
You could extend the vocabulary here to focus on animals more commonly
found on farms in Malaysia, or you could talk to pupils about the differences at
the end of the lesson.
2. Activity 2:
In pairs, pupils tell each other about their farm.
The partner listens and draws in the animals they hear their partner say, so at
the end of the activity, both pupils have the same animals on the farm.
Set time limits and be firm with them. Tell pupils that they may have time at the
end of the lesson or can work at home to make their farm ‘beautiful’.
3. Activity 3:
Ask pupils to write a list of what is now on their farm.
They compare it with their partner, who should have the same list.
1. Display pupils’ work and conduct gallery walk.
III. POST LESSON
2. If time, invite a few pupils to share with the class about their farm.
REFLECTION
a. _17__ out of _19__ pupils were able to name the Lesson postpone:
M
animals they have on their farm correctly. a. Course c. CRK
a. _17__ out of _19__ pupils were able to listen to their b. Sick leave d. Meeting
C
partner and draw the animals they hear. Other :
Time: 10.10 – 11.10
Subject : English Class: 5 Jaya Duration: 60 mins
a.m
CCE: Language and
Focus skill:
Theme : World of Date: Monday/ 14
Knowledge Environmental October 2024
Reading (Consolidation)
Sustainability
Language/Grammar Focus: Quantifiers: some,
Topic : Food and Health
any, many, much, a lot of
21st Century Learning: pair work, group work,
Teaching aids: Textbook, worksheet.
creation.
Differentiation strategy (DS) : Task Assessment: Task
CONTENT STANDARD
4.2 Communicate basic information intelligibly for a
M range of purposes in print and digital media C 2.2 Use appropriate communication strategies
LEARNING STANDARDS
2.2.2 Agree a set of basic steps needed to complete short
M C
4.2.3 Narrate factual events and experiences of interest
. classrooms tasks
LEARNING OBJECTIVES
M By the end of the lesson, pupils should be able to write about what they usually eat and drink every
week by completing at least four sentences correctly.
C By the end of the lesson, pupils should be able to agree on a set of steps in a group task.
1. Memory Chain: Ask pupils to stand or sit in circles.
2. Give the beginning of the memory chain sentence, for example: I bought an apple.
3. Ask the pupil to your right to repeat the sentence and add another item: I bought an
Pre-lesson apple and a banana.
4. Continue in the chain. Either so that each pupil adds one item or until the chain is
broken.
5. Remind pupils to use a/an/some.
6. How many food words can pupils remember?
Lesson 7. Activity 1:
delivery
a. Distribute worksheet. (Activity 4 SB pg 55)
b. Pupils complete the questions with the correct words.
c. Check answers with the class then ask pupils to choose the correct answers.
d. CCE – Environmental Sustainability – Explain that we all need to eat food but
scientists say we waste too much food.
e. Ask why it’s important not to waste food.
e.g. help the environment, many people don’t have much food, waste of money
8. Activity 2:
a. Pupils do Activity 5, Use It!.
b. Read out some of the sentence beginnings and elicit some possible answers.
c. Pupils complete the sentences with their own ideas. (Assessment)
d. Ask two pupils to read out the example dialogue.
e. Point out the question What about you? to ask for information about someone else.
f. Pupils work in pairs to discuss their answers.
g. They then swap and work with a new partner to compare again.
h. Ask them to note down whose sentences are the same as theirs.
9. Activity 3:
a. Pupils in small groups do Finished?
b. They agree how they will do the task then agree on a ceremony (birthday, festival,
anniversary), 6 or 7 types of food and 2 or 3 different drinks. (Assessment) (DS)
c. They make a shopping list with some numbers e.g. 3 pizzas, 2 fizzy drinks, 1 apple
juice.
d. After writing the shopping list, one member from each group reads it to class.
e. Find out how many types of food and drink are the same.
10. Write on board eat / never eat; drink / never drink.
Post lesson
11. Do a class survey to find out what most pupils eat and never eat, drink and never
drink.
REFLECTION
a. __14_ /__17_ pupils are able to achieve the stipulated Lesson postpone:
learning objective.
a. Course c. CRK
b. ___3 /_17__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities / b. Sick leave d. Meeting
enrichment activities.
Other :
