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Stage / Time Set induction ( 5 minutes)

Topic / Content Introducing parts of body by singing a song entitled I have two eyes. Example of questions: 1. What is the song about? 2. Can you name the parts of your body?

Teachers and Pupils activities 1.Teacher starts the lesson by playing a song and guides the pupils to sing it loudly. 2. Teacher instructs the pupils to do the actions while singing the song. 3. Then, teacher asks a few questions based on the song sung by pupils. 4.Teacher links the song to what they are going to learn for the day.

Rationale To create interest towards the lesson and to draw pupils attention.

Remarks TA: Song, Speaker, LCD, Laptop.

TS: Make predictions.

MI: Visual Spatial, Music

Pre-writing (15 Minutes)

Labeling activity on parts of humans face

Describing parts of humans face with adjectives. Examples of adjectives: 1. Big eyes 2. Sharp nose 3. Long eyebrows

1. Teacher divides the pupils into groups of three. 2. Teacher distributes an envelope, a picture of a humans face, labels and glue for each group. 3. Pupils need to discuss and label the parts of humans face. 4. Teacher checks the pupils answers by pasting a giant picture of humans face on the white board. 5. Then, teacher guides pupils to list some adjectives related to humans face. 6. Teacher introduces pupils the sentence pattern to write a description on parts of humans faces.

To get pupils to be proactive and voice out their thoughts.

TA: Envelops, Picture of humans face, Labels, Glue. TS: Determine reliability of information source. MI: Intrapersonal MV: Pay attention during class lessons.

Writing (20 minutes)

Examples of sentence patterns: 1. I have round eyes. 2. I have a sharp nose. 3. My hair is curly. Activity 1 Missing Letters Activity

Activity 2 Writing simple sentences using adjectives.

1. Teacher distributes Worksheet 1 to each pupil. 2. Pupils need to complete the worksheet by filling the missing letters in the words given. 3. Teacher discusses the answers with the pupils. 4. Then, teacher divides the pupils into pairs. 5. Teacher distributes Worksheet 2 to each pair. 6. Pupils need to write two simple sentences for each picture. 7. The sentences must include the adjectives they have learnt before. 7. Teacher checks the sentences after all the pupils have finished their work. 1. Teacher distributes an art block, an actors face and colour pencils to each pupil. 2. Pupils need to paste their actors picture in given art block 3. Then, they have to write a few simple sentences containing to

To get enhance their writing skill.

TA: Worksheets

TS: Attribution and determining. MI: Verbal linguistics. MV: Confident, cooperation.

Publishing (15 minutes)

Production Specially for my actor

To get pupils to be proactive and read the sentences correctly.

TA: Art block, Colour pencils, actors face. TS: Generate ideas MI: Interpersonal.

Closure ( 5 minutes)

Recap the lesson by playing Find My Face game. Example of questions: 1. What are the adjectives we learnt today? 2. What are the sentences patterns that we learnt today?

describe their actors face. 4. Teacher moves around the class and helps the pupils who face difficulties. 5. Teacher corrects pupils sentences and gives feedback immediately. 6. After completing the task, pupils paste their work on the wall. 7. Teacher rewards the pupil who write the best description about the actor with correct adjectives. 1. Teacher divides the pupils into groups of three and asks them to stand in line facing the white board. 2. Teacher instructs the pupils to close their eyes. 3. When teacher blows a whistle the first member need to draw a circle on the white board to represent a humans face. 4. Then, the next member continues by drawing eyes on the circle. 5. The game continues until the teacher blows the whistle again. 6. Teacher checks the faces drawn by pupils and rewards the pupils who had drawn a complete human face. 7. Teacher guides the pupils to summarize the lesson by asking a few questions to the pupils.

MV: Cooperation

To end the lesson with some excitement

TS: Making conclusion MI: Visual Spatial