LESSON PLAN Subject: English

Class: Year 5

Date/Day: September 19th, 2013 (Thursday)

Time: 10.30 am- 11.30 am

Theme: World of Knowledge

No. of pupils: 14 students Title: Unit 10 What games do you play?

Focused skill: Speaking skill

Integrated skills: Listening, writing and reading skills.

Curriculum Specifications 2.4.1 Recite simple poems and jazz chants with expressions and appropriate gestures. 2.5.2 Talk about the actions of people and animals in a story heard, read of, viewed.
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Objectives: By the end of the lesson, students should be able to: i) ii) Read aloud and complete the lyrics by singing a song. Create four different instructions verbally for different sports based on four A4 pictures of sports with guidance from 4 different substitution tables. iii) Fill in the blanks with the correct verb and adverb with partner.

Previous knowledge: a) Students have acquired prior knowledge of listening and responding to stimulus given with guidance from previous lessons. b) Students have learnt about the simple instructions for sports (bowling, football, netball, tennis, badminton and basketball) and verbs (kick, shoot, dunk and swing). c) Students are already assigned homework to listen to Scream and Shout song. Teaching aids: a) Bowling poster b) Lyrics c) Four A4 pictures d) Four Substitution tables e) Small single task sheets

Values: i) Students assimilate knowledge with creative thinking skills through song, actions and teaching aids provided.

Learning Theories: i) Behaviourial learning theory. ii) Social learning theory. iii) Cognitive learning theory. STAGE /TIME CONTENT TEACHING / LEARNING ACTIVITIES NOTES/JUSTIFICATION

Set Induction Time: (10mins)

Whole class activity Recall prior knowledge

1. Teacher poster.

puts

up

the

bowling Cognitive Theory: Check students prior knowledge and readiness. Recall students knowledge by starting the lesson from basic to complex

Question/s: 1. How do we play

2. Teacher recalls prior knowledge about the instruction on how to play bowling. is/are to the play 3. Teacher puts up the instruction strip on board.

bowling? 2. What

knowledge. Teacher will relate the learning with the students previous experiences where the students might know about bowling either they have played it or learned it before.

instruction/s bowling

Answer/s: Swing and release Swing release Swing the ball quickly and release the ball. quickly and

Teacher

provides

opportunities

for

students to connect new information to schema through questions as they will relate it to their previous experiences. Piagets: Introduce the game by relate the new knowledge of the learning with the students scheme. Once students understand and manage to adapt it with their scheme, they will assimilate their experiences with the learning and reach the understanding of the whole learning process achieved. Behaviourism theory: Attract students attention. Conditions: Questions and teaching aids (equilibrium). The goal is

o Teacher shows and explains the

games information.

o Questions them with some basic

questions to generate the stimulus toward the game so that they will get
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a clear view of the game (cognitive takes place).

o Teacher also demonstrate certain

moves that are interrelated with the topic learned and that present in the game.

o Teacher presents the information &

then students demonstrate that they understand the material. o Students are assessed primarily in the next stage of the game. Model of Teaching: Direct Instruction Model o Teacher demonstrates to the

students about the whole activity process. o The instructions and demonstrations are done well-organized (step-bystep)

Step 1: Presentation Time: (15mins.)

Whole class activity Sing along Adverbs of manner:

1. Teacher puts up lyrics on board. 2. Teacher sings the song. 3. Students actions. 4. Teacher strongly. 5. Students sing along. 6. Repeat 2 times using adverb softly and slowly. sings the song by changing the adverb quickly to sing together with

Behavioural/Conditioning Theory: Pavlov Students are given stimulus (song) for them to learn from it. Activate students schemata and initiate students background knowledge on the content. Social Learning Theory Teacher Centred /Demonstration Method: Teacher control the class by giving the instruction for the students Teacher demonstrates accurately the actions of the song to the students and then demonstrates it together. Focuses on the rhythm of the song

Strongly, softly, quickly and slowly

Attention Students learn very well as the model is attractive, prestigious and seems similar to the students. attention. They pay more

Integrated approach : Integrate between English language learning (curriculum) and Physical Education (co-curriculum) various kind of game. Using the language learning approach: o Total Physical Response (TPR) o Audio-Lingual method.

Step2: Practice Time: ( 15 mins.)

Whole class activity Adverbs of manner:

1. Teacher puts up A3 pictures, one Behaviourism theory: by one. 2. Teacher gives the instruction Drilling o Providing students with the skills to acquire new knowledge and skills. o Provide accuracy. Social Learning Theory: Teacher-centred/Action oriented/ Demonstration. o Teacher must make sure students see clearly the action/instruction. o The
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Strongly, softly, quickly and slowly

based on the pictures. 3. Students repeat the instruction

focus

on

language

Question/s: 1. What is/are for the this

with actions. 4. Teacher puts up substitution table. 5. Students repeat the instruction together. 6. Repeat the actions using the other four A3 pictures.

instruction/s game?

model

is

attractive

and

providing students with the skills to acquire new knowledge and skills. Integrated Approach: Integrate two different contents in the activity which are: o Curriculum (English) o Co-curriculum (Physical Education) Using two language learning

approaches: o Audio-Lingual Method o Communicative Language Teaching

Step 3: Production Time: ( 15 mins.)

Pair work Share with friend

1. Teacher gives instruction. 2.

information Instruction/s: 1. Find a partner. 2. Write your name, class, day and date. 5. 3. 4.

Cognitive Learning Theory: Ausubels Meaningful Learning Teacher divides the students into o Derivative Subsumption pairs. o Students understand the uses of Teacher demonstrates the task. adverb strongly and softly and Teacher puts up a sample manage to assimilate the adverb question and task sheet. learned with different verbs. Teacher models the task.

3. Ask your partner his/her favourite game. 4. Fill in the blanks with the answer given by your partner.

6. Students complete the task. 7. Teacher asks students to present the task that they completed. 8. Teacher gives appreciation towards students efforts.

o Super ordinate learning Students used the examples given and used it to derive new answers (assimilation)

Social Learning Theory Demonstration Teacher demonstrates the task and students receive clear

instructions to do the task.

Task Based Strategy: Gives learners the opportunity to report what they found out in the lesson. Students discuss with their friend. Appreciation to the content of the work done by them helps in

psychological perspective.

Closure ( 5 mins.)

Wrapping up session

1. Together,

teacher

and

student

Emphasise todays lesson.

repeat each sports chant with action.

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