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Specification : 8th September 2006 (Monday) : Year 4 Dahlia : 36 / 36 : 10.50 am – 11.50 am : Come Rain Or Shine – Four Seasons : Reading : Listening, Speaking and Writing : World of Knowledge – Level 3 1.2.3 Listen to and repeat simple rhymes and songs paying attention to pronunciation, stress and intonation correctly. 3.3.3 Read and understand simple paragraphs 4.3.3 Match words to other words : By the end of the lesson, pupils will be able to: i) Read simple rhymes with correct pronunciation, stress and intonation ii) Read and interpret simple paragraphs iii) Rearrange words to form questions and answers based on the poem read : Pupils have seen and heard about the four seasons : Simple Wh - questions : Graphic organizer, worksheet, flash cards, paper strips : Gratitude and love for the environment : Classify, predict, look for patterns : Bodily-kinesthetic, visual-spatial, interpersonal, verbal-linguistic
Learning Outcomes/ Objectives
Previous Knowledge Language Input Teaching Aids Moral Values Educational Emphasis / Thinking Skills Multiple Intelligences
4. 4. England.Stage / Time Set Induction (5 minutes) Content Poem Presentation (25 minutes) Power-point Slides Examples of countries having the four seasons Switzerland. France. 7. . Germany. Resources: Graphic Organizer Multiple Intelligences Visual-spatial Moral Value: Gratitude To refresh pupils’ grammar on Whquestions. Teacher gets few pupils who have been to foreign countries to share their experiences. Britain Teaching and Learning Activities 1. Teacher gives examples of countries having the four seasons. 3. Teacher ask pupils to recite the poem. Teacher ask pupils to read the paragraphs that describe the four seasons. 3. Teacher talks about the four seasons. 8. 2. 6. Teacher shows pupils a poem on four seasons. 5. Ireland. 2. Teacher asks pupils to listen carefully while teacher recites the poem. Teacher shows the scenes of four seasons. Teacher introduces the topic. the colours and things associated with each season. Teacher shows a few examples of simple Wh -questions Rationale To allow pupils to enjoy and appreciate reciting poems Remarks Resources: Graphic Organizer Multiple Intelligences: Verbal-linguistic To widen pupils’ knowledge on the four seasons. Teacher emphasizes the WH – questions. 1. Teacher shows the Wh-words that are used to ask the Wh questions.
teacher asks the groups with Wh. white and chilly. Teacher corrects their mistakes and asks them to use the appropriate Wh. 3. paper strips CCTS: Look for patterns Moral Value: Co-operation Multiple Intelligence: Bodily-kinesthetic To reinforce pupils’ understanding on the topic. Then. When do the leaves turn brown and fall from the trees? The leaves turn brown and fall from the trees during autumn. 3.questions and answers in their daily interaction. 6. After that. Teacher gives four envelopes containing scrambled Whquestions to four groups and four envelopes containing scrambled answers to four more groups. 3. Teacher asks the pupils to read the questions and the answers.Stage / Time Production (20 minutes) Content Wh. white and chilly? Winter season is cold. Teacher praises the pupils Rationale To let pupils match the words to form questions and answers Remarks Resources Flash Cards. Teacher distributes worksheet as homework to pupils. What happens during spring? Flowers bloom during spring. 4. Teacher shows a slide on simple riddles and asks pupils to guess the answers. Closure (10 minutes) Riddles Worksheet Teaching and Learning Activities 1. 2. Which season is cold.questions 1. teacher asks groups with questions and groups with the answers to show their sentences in front of the class. Resources: Worksheet Multiple Intelligence: Verbal-linguistic CCTS: Predicting . Where do the Eskimos live? Eskimos live in cold and snowy places in the Arctic. 1. 2. 2. 4.questions to find the groups with the correct answers. Teacher asks the latter groups to unscramble the flash cards into sentences and paste them on the paper strips. 5.