SAMPLE LESSON PLAN

SUBJECT CLASS DATE/DAY DURATION TOPIC FOCUSSED SKILL INTEGRATED SKILLS CURRICULUM SPECIFICATIONS

: : : : : : :

English Language 5 Bijak 25 March 2006 1 Hour World of Knowledge (Animals) Speaking/Writing (???) Listening, Reading, Writing

2.2.1 : Ask Wh questions to get information 2.2.2 : Ask questions to seek clarification 2.3.1 : Respond to simple questions By the end of the lesson pupils should be able to: i. say and write the names of at least ten animals ii. ask and answer at least four questions pertaining to animals pictures orally through pair-work iii. complete a graphic organizer on the classification of animals into six different categories in groups.

OBJECTIVES

EDUCATIONAL EMPHASES CCTS : Classify animals by writing the names of at least ten animals according to categories, namely wild and tame animals, meat-eating and plant-eating animals, animals that live on land and in water GRAMMAR VOCABULARY : Wh-questions : Tame and wild animals, meat eating and eating animals, animals that live on land and water
1

TEACHING AIDS

: Cassette recording of animal song), picture cards, sentence strips, question strips, small picture cards (pair work ) graphic organizer for classification, worksheets. : Be kind to animals

MORAL VALUES

PREVIOUS KNOWLEDGE : Pupils would have learnt about animals in Year 3 and 4

STEP

CONTENT

SET INDUCTION 5 minutes

Animal Song Example of Teachers questions : 1) Do you like this song? 2) What is this song about? 3) Can you name some animals mentioned in this song?

TEACHING LEARNING ACTIVITYY -Teacher tells the class that they are going to listen to a song - Teacher plays the songs and students listen - Teacher plays the song again and students sing along -Teacher questions the pupils about the song - Teacher introduces the topic Animals by relating it to the pupils answers

RATIONALE

REMARKS TEACHING AIDS To set the mood Cassette player, and mentally recording of prepare pupils for animal (songs the lesson. lyrics attached) (see appendix 1) To integrate music as a motivating component

PRESENTATION STEP 1 5 minutes

Build up a list of animal names

-Teacher asks pupils To activate for names of animals pupils previous - Pupils call out names knowledge Example of clue : of animals and What is the name teacher writes them of the animal that on the blackboard has a long tail and -Teacher helps the carries its baby in class build up the list a pouch ? by giving clues if necessary

Whole class activity

STEP 2 10 minutes

Sentence Structure for questions 1.What animal is this ? 2.Is this a wild or a tame animal ? 3.Where do you think this animal lives ? 4.what do you think this animal eats? Sentence structure for expected response 1.This is a Tiger. 2.It is a wild animal. 3.It lives in the jungle. 4.It eats meat.

Teacher pastes a picture of a tiger on the board and asks pupils some questions Pupils answer the questions. Teacher writes students responses on the board. Teacher repeats the above activity with the picture of a cat and a lion

To introduce sentence structures for questions and responses. (Consolidations)

Class activity Picture cards of animals. Question strips.

PRACTICE STEP 3 10 minutes

Sample questions and responses expected from pupi1s : (Same as in Step 2)

Teacher distributes each pupil a picture of an animal. These pictures have sample questions that pupils can use as a guide. Pupils work in pairs ( Std. A shows picture to std B and asks questions about the animal shown in the picture ) Std. B answers the questions Roles are then reversed (Teacher supervises pairwork)

(Grammar component) To enable students to practice structures for questions and responses. To provide communicative practice.

Picture cards. (Two cards for a pair) Questions on the reverse of the cards) Pair-work

PRODUCTION STEP 4 20 minutes

CCTS activity :

Classification of animals in to the various categories such as: a. tame animals b. wild animals c. meat animals d. plant-eating animals e. land animals f. water animals -

Teacher divides class into six groups. Each group is given a graphic organizer on classification of animals Each group should write the names of at least ten animals for each category of animals In groups pupils classify animals according to their categories Teacher assists the weaker groups Each group then displays their answers in front of the class Teacher makes a quick cross check of the answers with the pupils

To integrate science in language learning To encourage discussion among peers

Graphic organizer for each group (see appendix 2) Marker pens Group activity CCTS: Classification

CLOSURE 5 minutes Teacher instills values like being kind to animals and the conservation of some of our wild life Pupils respond appropriately. To help students realize the value of kindness towards animals towards and the importance of conserving them for the future generation. Class discussion

Enrichment and remedial activities 5 minutes

Remedial work. Identify and write the names of the animals correctly. Enrichment activity Animal families (see appendix 3 ) -

Teacher gives the weaker pupils remedial work Pupils identify and write the names of animals Teacher explains the enrichment activity to the rest of the pupils Pupils complete the task in groups of four. Remedial and enrichment work is displayed on the soft board at the back of the class for everyone to see.

To reinforce spelling and names of animals To widen stds. Content knowledge of animals and their families

-Remedial worksheets. -Enrichment worksheets Moral Value: Be kind to animals

Appendix 1

Handout 1

Worksheet 1