Subject Date/Day Time/Duration Class No.

of students Students level Theme/Topic Focussed Skill Integrated Skills

: English Language : 30 September 2011 : 8.00 - 9.00 am (1 hour) : 4 Melati : 40 : Intermediate : World of Knowledge (Vehicles, Buildings) : Writing : Listening, Reading, Speaking 3.3.1 : Read and understand phrases by matching simple phrases to pictures. 4.2.2 : Write words and phrases in clear and legible cursive writing. 4.2.3 : Write sentences in clear and legible cursive writing. 4.5.3 : Construct simple sentences independently by looking

Curriculum Specifications : 1.4.1 : Listen to and understand simple instructions.

at General Objectives Specific Objectives

a picture. 4.8.3 : Write simple descriptions with picture cues. : Students should be able write short paragraphs on building. : By the end of the lesson, pupils should be able to: i. ii. arrange and match 5 out of 8 instructional write 4 out of 6 instructional sentences correctly. sentences to their respective pictures correctly.

CCTS Grammar Vocabulary Teaching Aids Moral Values Previous Knowledge

: Identifying, differentiating, comparing : Adjectives of colour, shape and size : green, red, square, circular, rectangular, triangular, big, small : MP4 video, flash cards, pictures, phrase cards, assorted cards, worksheet : Fully utilise resources. : Pupils have learnt about places outside the home in year 3.

STEP

CONTENT

TEACHING & LEARNING ACTIVITIES

REMARKS

Set Induction 5 minutes

Video - HOW TO1. Teacher tells the class that BUILD A LEGO they are going to watch a POLICE CAR video clip. 2. Teacher plays the clip. Teachers 3. Teacher asks pupils to question: watch carefully. 1. What kind of 4. Teacher stops the video design that is and asks questions about the being made in content of the video clip. the video? 5. Teacher tells the class that 2. State the they are going to learn about colours of the object building/construction LEGO bricks. by relating it to the pupils 3. State the answers. shapes of the LEGO bricks. Teacher flashes some adjective cards and asks Understanding pupils to give example of that adjectives adjectives. 2. Teacher sticks the 1. Colour (green, adjective cards onto the blue) whiteboard. 2. Shape 3. Teacher flashes pictures (square, related to the adjectives and rectangular, asks pupils which adjective it triangular) belongs to. 3. Size (big, 4. Teacher asks a small) representative to stick the picture accordingly. Sequence connectors 1. Teacher introduces the term sequence connectors. 2. Teacher gives examples of sequence connectors. 3. Teacher gives pupils a manual, highlighting the sequence connectors in the instructional sentences. Vocabularies: 1.

Rationale -To grab pupils attention and interest in understanding instructions. CCTS -Identifying AVA -MP4 video clip

Step 1 (Presentation) 10 minutes

Rationale -To help pupils develop their vocabularies CCTS -Comparing AVA -Flash cards

Step 2 (Presentation) 5 minutes

Rationale -To provide pupils with the required logical connectors for instructional writing.

STEP

CONTENT

TEACHING & LEARNING ACTIVITIES

REMARKS

Step 3 (Practice) 10 minutes

Writing 1. Teacher asks pupils to instructional sit/work in pairs. sentences about 2. Teacher gives each pair a car construction set of assorted cards. out of a set of 3. Teacher asks them to cards(of different construct a picture of a car colours, shapes out of it based on the picture and sizes). of a car that is made out of the same set of assorted cards(only magnified) on the whiteboard. 4. Teacher asks pupils to write the step-by-step instruction on the construction process. Designing house 1. Teacher divides the class blocks and into groups of four. writing 2. Teacher gives each group instructions. a set of cards (of different shapes, colours and sizes) to make either a house. 3. Teacher asks each group to construct the house using the cards. 4. Teacher asks each group to write step-by-step instruction on the whole construction process. 5. Teacher assists the weaker group especially on vocabularies.

Rationale -To let pupils get used to the correct order of instructional sentences. CCTS -Identifying, comparing AVA -Set of assorted cards

Step 4 (Production) 20 minutes

Rationale -To let pupils express their creative skills CCTS -Identifying, comparing, differentiating. AVA -Set of assorted cards

STEP

CONTENT

TEACHING & LEARNING ACTIVITIES

REMARKS Rationale -To make sure that the written instruction is understandable. CCTS -Identifying AVA -Set of assorted cards Moral Values -Fully utilize resources

Closure 10 minutes

Cross-check 1. Teacher asks groups that between groups. sit next side by side to swap the set of cards along with the written instruction. 2. Teacher asks each group to make new construction based on the new set of cards, according to the written instruction provided by the initial group. Moral values. 3. Teacher stresses on the importance of utilising resources fully in any kind of construction or production to avoid wasting anything, which in this activity, all cards are used.