Subject Class Date Time

: English Language : Year 3 : : 08.20 - 09.20 a,m (1 hour)

No. of pupils : 20 pupils Focus Theme Topic Skills : Listening and Speaking : World of Knowledge : Fruits : 1.2.1 2.1.2 3.4.1 4.1.1 Listen to and repeat the pronunciation of two-syllable words. Pronounce two-syllable words correctly. Read aloud words and phrases. Write words, phrases and sentences in clear legible print.

Learning outcomes : By the end of the lesson, pupils will be able to: a) b) c) listen to and repeat the pronunciation of two-syllable words. pronounce at least 8 out of 10 two-syllable words correctly. read aloud words, phrases and sentences with the correct stress and pronunciation. d) write at least 5 sentences in clear and legible print with guidance.

CCTS Moral value (s) AVA

: Generating ideas, identifying. : Teamwork. : Realia, picture cards, word cards.

Vocabulary 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. apple orange starfruit lemon cherry jackfruit guava lychee mango soursop

: (ap ple, \a-pl\ ) (or ange, \r-inj ) (star fruit, /st-frut/) (lem on, /le-mn/ ) (cher ry, /t-ri/ ) (jack fruit, /dak-frut/ ) (gua va, /gwv/ ) (ly chee, /l-ch/ ) (man go, /ma-g/ ) (sour sop, /sa-sp/ )

Teaching-learning steps

Content

Methods / Theories

Rationale
- Tr. employs realia to strengthen

Set induction (5 minutes) Guessing Game. 1. Teacher asks pupils to sit on the Seating arrangement: floor. Pupils are seated in 5 rows (4 pupils in each row) and they must face the whiteboard.
whiteboard

students' associations between words for everyday objects and the objects themselves.

Behaviourism Theory. Ref: Harmer, Jeremy. The Practice of English Language Teaching with DVD (4th Edition) (Longman Handbooks for Language Teachers). Pearson Longman ELT. pp. 177. ISBN 978-1-4058-53118.

2. Teacher shows a box and introduces it as the Magic Box to pupils. The Magic Box contains some realias and picture cards.

Magic Box:

According to Krashen (1996), acquiring language is predicated upon the concept of receiving messages learners can understand (1996). Teachers can make language input comprehensible through a variety of strategies, such as linguistic simplification, and the use of realia, visuals, pictures, graphic organizers, and other current ESOL strategies.

(The size of the A4 paper box available in school). Content: 1. Realia (optional : fake) apple

orange starfruit mango lemon

2. Picture cards cherry jackfruit soursop guava lychee

3. Teacher calls up a pupil and blindfold his/her eyes with a piece of cloth.

Slices of fruit: apple orange starfruit mango

4. Teacher takes a slice of fruit and put it on the pupils mouth and asks the pupils to guess the name of the fruit by tasting it. His/her friends may help him/her by giving clues.

5. Teacher praises the pupil if he/she is able to guess the name of the fruit.

Example of praises: Well done! Clever boy/girl! Very good!

Praise and encouragement are powerful motivators. Tr. praises pupils regularly for good or improved behaviour and/or performance as well as to the whole class, e.g. at the end of a lesson during which a lot has been achieved.

6. Teacher repeats the procedures (step 3 5) with two of more pupils as time limits.

Step 1 (15 minutes) 1. Teacher introduces the words to be learned (names of fruits). apple orange starfruit mango lemon cherry

jackfruit kiwi guava lychee

2.

Teacher demonstrates the meaning of the words using realias and picture cards in the Magic Box.

Picture cards: - refer to Appendix 1 (The size of an A4 paper and laminated) Word cards:

3.

Teacher puts up the picture cards and word cards on the whiteboard as she highlights the words. starfruit lemon cherry jackfruit apple orange

soursop guava lychee mango 4. Teacher models the correct pronunciation and stress of each word. (Word cards size: of an A4 paper, Comic Sans font 80). 5. Pupils repeat after the teacher. change to A4 font size 120 Behaviourist theory stresses the fact that human and animal learning is a process of habit formation. To achieve this, behaviourist thinking believes that it is reinforced through activities such as repetition, mimicry 1. apple (ap ple, \a-pl\ ) orange (or ange, \r-inj ) starfruit (star fruit, /st-frut/) 4. lemon (lem on, /l-mn/ and memorisation. The main reason for drilling is to eliminate errors and to strengthen the desired action. According to Pitler, Hubbel, Kuhn and Malenoski (2007), Having students practice a skill or concept enhances their ability to reach the expected level of proficiency. Behaviorists encourages the

2.

3.

repeating of behaviour to act as 5. cherry (cher ry, /t-ri/ reinforcement of that behaviour.

6.

jackfruit (jackfruit, /dak-frut/ )

7. 6. Pupils practice the correct stress and intonation of the words as a whole class, groups and individuals. 9.

guava (gua va, /gwv/ )

8.

lychee (ly chee, /l-ch/ ) mango (man go, /ma-g/ ) Asher (2004) says, TPR is powerful for three reasons. First, TPR has the unique feature of being aptitudefree, it woks for almost all students of any age. Second, it is high speed language acquisition. Third, study after study demonstrates that skillful application of TPR results in longterm retention lasting weeks, months- even years. To compare with the results of this study, the first features makes the application of TPR on special educations be a right and appropriate trial. Source:

7.

Teacher teaches the syllable to pupils by tapping the table two times. The first syllable will be indicated by hard tapping and a softer tap for the second syllable.

10.

soursop

Total Physical

(sour sop, /sa-sp/ ) Response Method.

8.

Pupils clap their hands two times as they say the twosyllable words. As demonstrated by the teacher, Example:

the first hand clap is hard and the second clap is a soft one.

ap/ple

(Tap! Tap!)

9.

Pupils repeat the procedures (step 9 - 10) for all the twosyllable words highlighted.

As h e r , J . J . ( 1 9 6 6 ) . Th e Learning Strategy of the Total Physical response: A Review Modern Language Journala , 5 0 2,79-84.

10. Pupils are drilled into clapping hands two times as they say the two-syllable words as a whole class, groups and individuals.

11. Teacher uses one-syllable and three-syllable words in the drilling session.

Example of two-syllables and

three-syllables words: 12. Teacher demonstrates on how to put a slash symbol ( / ) in between the word to indicate the syllables. Cake Mug Walk Run Wonderful Popular Animal 13. Teacher calls pupils up randomly to put a slash symbol in between the word to indicate the syllables for other names of fruits and encourages volunteers. ap ple Example:

14. Pupil says out the name of the fruit that he/she matches and his/her friends will say out after him/her. Correct answers will be given rewards.

15. Procedures are repeated (step 11 - 13) as time limits.

Step 2 (20 minutes) 1. Teacher highlights the pictures again and encourages the pupils to talk about the pictures.

Humanism Theory.

2. Teacher guides pupils to construct sentences based on the picture by posing some questions.

3. Teacher demonstrates on how to construct sentences based on the picture.

Example:

1. This is an apple. 2. The apple is red. 3. It is sweet and juicy. 4. I like to eat apple. 5. We can buy the apple at the market.

4. Procedures are repeated (step 1 2) for 3 or 4 pictures. Pupils read the sentences constructed. Cooperative Learning Cooperation, a form of collaboration, is "working together to accomplish shared goals" (Johnson & Johnson, 1989, p. 2). Whereas collaboration happens in both small and large groups, cooperation refers primarily to small groups of students working together. Research strongly supports the advantages of cooperative learning over competition and individualized learning in a wide array of learning tasks. Compared to competitive or individual work, cooperation leads to higher group and individual achievement, higher-quality reasoning strategies, more frequent transfer of these from the group to individual members, more metacognition, and more new ideas and solutions to problems. In addition, students working in cooperative groups tend to be more intrinsically motivated, intellectually curious, caring of others, and psychologically healthy

5. Teacher divides pupils into 5 groups and pupils will be seated in circles facing each other.

Seating arrangement for group work:

6. Each group is given a manila Example: card and some marker pens. A picture of fruit has been pasted on the manila card.

7. Teacher explains on how to

carry out the group task. Each group is given opportunity to construct their own sentences. They may use the sentence patterns provided (in step 3) as guidelines.

Instructions: Make sentences about the fruit. You can make as many sentences as you can.

8. Teacher monitors pupils as they are doing the group task. Teamwork is encouraged. Pupils are given 7 minutes to construct the sentences.

9. Each group presents their work to the class. Any mistake should be corrected after the presentation. Pupils read the sentences again.

10. Teacher praises every group.

Step 3 (15 minutes) 1. Teacher asks pupils to return to their own seat/chair.

2. Teacher distributes the worksheet to the pupils according to their proficiency levels.

Worksheets: 1. Low proficiency level pupils match sentence halves to form correct sentences.

3. Teacher explains the worksheet and provides examples or demonstrates on how to do the writing task to each level of proficiency.

(refer to Appendix 2)

2. Intermediate level pupils rearrange jumbled words to form correct sentences. (refer to Appendix 3)

3. High proficiency level pupils make sentences based on the pictures and word cues (guided

writing). (refer to Appendix 4) 4. Teacher monitors pupils work.

Closure (5 minutes) 1. Teacher demonstrates on how to play the Syllable Game to pupils. Syllable Game. Teacher asks a representative from each team to clap their hands to indicate the syllables 2. Pupils are divided into two groups Team A and Team B. 3. Pupils play the Syllable Game as time limits. in the words that he/she says aloud. Teacher uses a variety of words (one syllable, two syllables and three syllables) in this game. Pupils take turn to play the game. The Team which scores the highest marks win the game.

Example of words:

One-syllable words Book Bag Girl Boy

Two-syllable words Father Classroom Muffin Birthday

Three-syllable words Tomato Cucumber Corridor Rectangle