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Level of Proficiency
Language Focus
Main Skill
Integrated Skill(s)



Year 5
36 Pupils
0730 – 0830
Mixed ability
World of knowledge
Unit 10 The Peach Boy

: Japanese culture
: Noun (Costumes, customs, food, fruits, flowers, festivals)
: Listening and Speaking
: Reading, writing
Content Standard

Learning Standard

By the end of the 6-year primary schooling, pupils will be able to

1.2.4 Able to participate in conversations with peers.

listen and respond appropriately in formal and informal

1.2.5 Able to talk on topics of interest in formal situations with guidance.

situations for a variety of purposes.


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

Previous Knowledge
Teaching Aids


a) talk at least 3 things about Japan during the conversation.
b) give a short talk on Japan to the class.
They have the knowledge about Bidayuh’s culture as all of them are Bidayuh.
Pictures, textbook

Moral Value(s)
Educational Emphasis
Reference/ Sources


Appreciate your culture
Contextual learning, multiple intelligence (visual, interpersonal, linguistic)
Adapted from English Text book Year 5, internet
Formative assessment:

 Observe the pupils ability to talk about Japan during the pair work activity in practice stage.
 Observe the pupils ability to give a short talk on Japan during the group activity in the production stage.


95 knowledge – to aid more understanding towards the topic/ vocabulary To instil the moral value of ‘appreciate your culture’ among the pupils .PRACTICUM 2 LESSON STAGES Stage / Content Teaching/ Learning time Set Induction (15 minutes) Rationale Remarks Activities Book cover of the folktale “Momotaro – The peach Boy” (5 minutes) Presentation Instructional Language Definition of folktale Information Japan  Costumes  Customs  Food  Fruits  Flowers  Festivals on Teacher shows the pupils a book cover of a folktale Teacher elicits several Whquestions based on the book cover. Japan Teacher uses the pupils’ prior knowledge of their Bidayuh’s culture to explain the vocabulary of costumes. where do you think the folktale ‘Momotaro’ is from? – It is from Japan. I am going to tell you more about Japan culture. “What is the costume of the Bidayuh people” 5 To attract the pupils attention to the lesson. Teacher introduces culture to the pupils. To prepare the pupils for the lesson To introduce topic of the day the Teaching aid:  Book cover of the folktale “Momotaro – The peach Boy” To introduce the new Teaching aid: vocabulary to the  Pictures pupils.” “Can you name some of the folktales that you have read before?” “Based on this book cover. “Today. Teacher asks the pupils where the folktale ‘Momotaro’ comes from.      What is the title of the story? What can you see in the picture? How many characters can you see in the book cover? What do you think the story is about? What is a folktale? “A folktale is an old story passed down verbally from generation to generation.  Textbook  Using prior page 94 . Teacher tells the definition of folktale to the pupils and asks the pupils to name some of the folktales that they have read before.

” “In pair.  Pupil A: Ask question  Pupil B: answer question “Now. Teacher asks the pupils to change their roles. the pupils in Group B need to answer all the questions. 5 To give opportunity Teaching Aid: for the pupils to Textbook page participate in 95 conversation. I am going to divide you into Group A and Group B. You must be proud of your culture. This is the identity of your culture. For example the Bidayuh culture. . I want you all to talk about Japan.”  The pupils in Group A are going to ask question to the pupils in Group B. The Bidayuh have their costume and festivals that they celebrated every year. “I am going to give you a list of sample questions to be asked. “I want to make a pair consist of 1 pupil from Group A and 1 pupil from Group B. “In Malaysia.” Teacher divides the pupils into pair.PRACTICUM 2 Practice (15 minutes) Pair Work  Talk about Japan with friend customs and festivals. we also have our own culture.  Whereas.

“What else do you need when you are giving a talk?”  You need the topic.” “Now.” To summarize the lesson of the day. I want you to discuss on the contents that you can say when you are going to give a short talk on Japan. Teacher divides the pupils into group and asks the pupils to discuss on the points that they can say when giving the short talk. Teacher asks the pupils to practice the short talk in the group Randomly. Teaching aid:  To give opportunity for the pupils to talk in front of the class. the content of what you are going to say. I am going to choose one person to give a short talk on Japan. “In group.” PRACTICUM 2 To guide the pupils in giving a short talk based on the topic of interest. you must do some greeting. “When you are going to give a talk.” “Give a big applause to your friend for giving such a good talk. Teacher gives sample of short talk format to the pupils.Production (20 minutes) Closure Group work (discussion)  A short talk on Japan Presentation of short talk (5 minutes) Teacher introduces the introductory speech that the pupils can use when giving a short talk. teacher chooses a few pupils to give a short talk on Japan to the class. This is the sample of greeting that you can say. Reflection: Stages Set-induction Strength(s) Weakness(es) 5 Suggestion(s) for improvement Pupils’ work .

PRACTICUM 2 Presentation Practice Production closure 5 .

PRACTICUM 2 Overall conclusion Mentor’s comment: Lecturer’s comments: 5 .