SEKOLAH KEBANGSAAN PARIT LAPIS

ENGLISH LESSON PLAN

YEAR 5

Subject : English

Date : 2nd August 2018

Time : 7.50 am – 8.50 am

Class : 5 Zamrud

Student’s level : Mix ability pupils

Number of pupil : 16 pupils

Theme : World of Stories

Topic : Unit 10: The Peach Boy

Focused skill : Listening and Speaking

Integrated skill : Reading

Learning Objective : By the end of the lesson, pupils will be able to:

a) fill in the blanks with at least five answers correctly.

b) speak with correct pronunciation and intonation with guidance

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Previous knowledge : Pupils have heard the place “Japan”, know the Malay cultures

Content standard : By the end of the 6-year primary schooling, pupils will be able to:
1.1 pronounce words and speak confidently with correct stress, rhythm and intonation.
1.2 listen and respond appropriately in formal and informal situations for a variety of purposes

Learning standard : 1.1.4 Able to talk about related topics with guidance.
1.2.4 Able to participate in guided conversations with peers
1.2.5 Able to talk on topics of interest in formal situations with guidance.
Education emphasis :

1. Moral value : Respect others, appreciating others, self confidence

2. Multiple intelligence : Spatial intelligence, interpersonal intelligence, intrapersonal intelligence, linguistic
intelligence
3. Teaching aids : Content in the pictures, words game
4. Element across co-curriculum : The world of exploration

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 STAGES/TIME CONTENT TEACHING LEARNING ACTIVITIES
Set Induction Whole class activity 1. Teacher shows the pupils a
(+- 5 minutes) 1. Pictures of the cover of the book cover of a folktale
folktale “Momotaro – The 2. Teacher elicits several Wh-
peach Boy”. (attachment 1) questions based on the book
cover:
a. What is the title of the
story?
b. What can you see in
the picture?
c. How many characters
can you see in the
book cover?
d. What do you think the
story is about?
e. What is a folktale?
RATIONAL / REMARKS
Rationale:
 To attract pupils’
attentions
 Introduce pupils to a
new place besides
Malaysia
Teaching aids:
 Book cover of the
folktale “Momotaro –
The peach Boy”
Thinking process:
 Remembering
information
 Understanding
information
Thinking tools:
 Picture
Multiple intelligence:
 Spatial intelligence
 Linguistic intelligence
 Interpersonal
intelligence

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Presentation Teacher centered 1. Teacher tells the definition of Rationale:
(+- 15 minutes) 1. Definition of folktale: folktale to the pupils and asks  To attract pupils’
a. “A folktale is an old the pupils to name some of attentions
story passed down the folktales that they have  Introduce pupils on
verbally from read before. what are they going to
generation to 2. Teacher asks the pupils learn today
generation.” where the folktale ‘Momotaro’  Introduce pupils to the
2. pictures related to Japan comes from. culture related to
(attachment 2): 3. Teacher introduce the topic japan.
a. costumes 4. Teacher shows powerpoint on Teaching aids:
b. customs the:  Content of pictures
c. food a. costumes Thinking process:
d. fruits b. customs  Remembering
e. flowers c. food information
f. festivals d. fruits  Understanding
e. flowers information
f. festivals Thinking tools:
5. Teacher explains each of the  Pictures
pictures in details with Multiple intelligence:
relations to Malay culture.
 Spatial intelligence
 Linguistic intelligence
6. Pupils are expected to ask for
 Interpersonal
the meaning of hard
intelligence
words/unrecognised

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words/unfamiliar words:
a. bowing Moral value:
b. floats  Respect each other
 Appreciating culture

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Practice Pair work 1. Teacher divides the pupils Rationale:
(+- 15 minutes) 1. Fill in the worksheet 1 into pair.  To make pupils pay
based on the pictures and 2. Pupil A and B will search for attentions to lesson.
descriptions on the pictures answer on based on the  Instil cooperation
powerpoint presentation. between pupils
Teaching aids:
 Content of worksheet
Thinking process:
 Remembering
information
 Understanding
information
 Information transfer
Thinking tools:
 Worksheet
Multiple intelligence:
 Spatial intelligence
 Linguistic intelligence
 Intrapersonal
intelligence
 Interpersonal
intelligence
Moral value:
 Cooperation

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Production Groupwork: 1. In group, pupils have to listen Rationale:
(+- 20 minutes) 1. Simple conversations to the teacher’s instructions  To give opportunity for
between groups based on 2. Teacher calls a pair of pupils the pupils to
worksheet 1 randomly to initiate in a participate in
2. Simple conversation with conversation. conversation.
pairs based on worksheet 1 Teaching aids:
 Content in worksheet
Thinking process:
 Remembering
information
 Understanding
information
 Applying information
Thinking tools:
 Worksheet
Multiple intelligence:
 Spatial intelligence
 Linguistic intelligence
 Interpersonal
intelligence
 Intrapersonal
intelligence
Moral value:
 Self confidence

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Closure Whole class activity 1. Teacher sums up the lesson Rationale:
(+- 5 minutes) 1. Play word game based on by playing a word game.  To identify and
today’s topic 2. Pupils have to participate by measure their
using words that they have understanding in the
learnt in the lesson. lesson
3. Teacher state the moral value Teaching aids:
as a remainder to the pupils.  Word game
Thinking process:
 Remembering
information
 Understanding
information
Thinking tools:
 Game activity
Multiple intelligence:
 Intrapersonal
intelligence
 Linguistic intelligence
Moral value:
 Respect
 Self confidence

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ATTACHMENT 1
PICTURES OF THE BOOK

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ATTACHMENT 1
PICTURES OF THE CULTURE FOUND IN JAPAN

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Costumes
- kimono, obi (sash), hakama (top)

Customs
- sitting upright, tatami mat, bowing to greet

Food
-sashimi (raw fish), dango (sweet dumplings)

Fruits
-momo (peach), yuzu (lemon), nashi (pear)

Flowers
-ume (plum blossom), shibazakura (pink moss), sakura(cherry blossom)

Festivals
-takayama matsuri (decorated floats), Sapporo (snow festivals)

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WORKSHEET 1
Fill in the space with the correct answer based on the pictures.

Question Answer

Can you name the traditional costume in
Japan?
In Japan, how do you greet other people?
What is a Japanese food that made from
raw fish?
What is Dango?
Name the three types of fruits mention by
teacher.
What are the most famous flower in
Japan?
In what festival does people in Japan do
during snow?
What do you think of Japan?
The traditional costume is called _______
In Japan, we ________ to greet people.
________ is a Japanese food made of raw
fish
Dango is a
___________________________
The three types of fruits are ___________,
__________, and _________
___________, ______________, and
_______ are the most famous flowers in
Japan.
During snow, Japanese people have a
______________.
I think Japan is _________________

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