Subject : English Language

Year : 3 Jauhari (mixed ability)

Enrolment : 18 pupils

Date/Day : 7th July 2019 (Sunday)

Time : 10:15 am – 11:15 am (60 minutes)

Theme : World of Self, Family and Friends

Topic : Food, please! (Module 6)

Focused Skill : Reading

Previous Knowledge : Pupils are already familiar with the information about food.

Language/Grammar Focus : Present simple for description; prepositions of place: from +

country

Content Standard : Main skill: Reading

3.2 Understand a variety of linear and non-linear print and
digital texts by using appropriate reading strategies
Complementary skill: Reading
SAMPLE

3.2 Understand a variety of linear and non-linear print and

digital texts by using appropriate reading strategies

Learning Standard : Main skill: Reading

3.2.1 Understand the main idea of short simple texts
Complementary skill: Reading
3.2.2 Understand specific information and details of short
simple texts

Learning Objectives : By the end of the lesson, pupils should be able to:

1. read the texts with correct stress, intonation and

pronunciation with teacher’s guidance.
2. read and match at least 3 street food to the correct
pictures of food with teacher’s guidance.
3. write at least 2 the food’s country of origin correctly with
teacher’s guidance.
Vocabulary : noodles, cheeseburger, crepe, souvlaki
Cross Curriculum Elements : Language, Global Sustainability, Learning to Learn

Educational Emphases:

i) Moral Values : appreciate others’ food

ii) Thinking Skills : analysing, generating ideas, understanding, making

association, information transfer

iii) Multiple Intelligences : verbal-linguistic, visual-spatial, interpersonal, intrapersonal

iv) Entrepreneurship : initiative, diligence

Resources/Teaching Aids : flashcards, worksheet, pictures of food (cheeseburger,

noodle, crepe), texts

Stages/Time Content Activities Remarks

Arousing pupil’s interests by Teacher: Preparation Phase

showing the pictures of I. shows the pictures
cheeseburger to the pupils. of the Materials:
cheeseburger to - Pictures of
Set Induction Example of questions: SAMPLE
the pupils. cheeseburger
(5 minutes) - What is this (food)? II. asks pupils some
- Have you eaten this questions related
HOTS:
food before? to the activity.
- Analysis
- Is it yummy or yuck? III. highlights today’s
lessons.

Introducing the topic.

Teacher:
Introducing the texts of I. introduces the Imagination Phase
street food to the pupils and texts of street food
conducting choral reading to the pupils. PAK 21: Discussion
aloud activity. II. reads the texts with and communication
correct stress,
intonation and HOTS:
pronunciation. - Analysis
III. asks the pupils to - Generating
repeat after her by ideas
reading aloud the
 Example of the texts of street story.
food: IV. asks group by
group to read Assessment for
aloud the selected learning objective (1)
pages with correct
stress,
Presentation pronunciation and
(15 minutes) intonation.
V. asks the meaning Multiple intelligences:
of the words in the Intrapersonal

story Verbal-linguistic

VI. demonstrates how

to complete the Materials:

mind map of the - Texts of the

street food. street food

Writing the name, 1. Teacher asks the Development Phase

SAMPLE

ingredients and origin of pupils go through

street food into the mind the texts again.
map on the white board. 2. Teacher shows the
mind map to the PAK 21
pupils. - Collaboration
Example of mind map:
- Communication
3. Some flashcards of
street food are
Practice pasted on the PAK 21 elements:
(15 minutes) white board as a I-Think Map
guidance.
4. Each pupil has to
identify the name, Materials: mind map,
ingredients and its flashcards of the street
origin for street food
food.
5. Each pair Multiple intelligence:

discusses for the interpersonal

correct answers.
 6. Each pair write the
answers on the
mind map.
7. Teacher discusses Assessment for
the answer of the learning objective (3)
mind map with the
pupils.
8. Pupils read the
answer discussed HOTS:
with the correct Applying
stress, Evaluating
pronunciation and
intonation.
9. Pairs with all
correct answers
are rewarded.

Assessing the pupils’ SAMPLE

1. The pupils are Action Phase

understanding of what they divided into groups - Implementation
have learned by matching of four. - Continuous
the texts of street food to 2. Each group receive practice
the correct pictures of food a set of texts plus
with teacher’s guidance. pictures.
PAK 21:
Production 3. The instruction of
- critical thinking
(20 minutes) Example of worksheet: the activity will be
explained by the
teacher to the
pupils.
4. The pupils should
read the texts and Assessment for
match them to the learning objective (2)
pictures.
5. Teacher facilitates
the pupils. HOTS:
6. After completing - applying
 the activity, the - analysing
pupils are asked to
highlight/underline
the name of the
Assessment for
food in one colour,
learning objective (2)
the ingredients in
another colour and
the country in
another.
7. Every group read
the answers from
their own food
map.
8. Pupils discuss and
check the answers
with the teacher.
9. Teacher conclude
the activity
SAMPLE

conducted.

Conducting question and 1. Teacher asks the

answer session to pupils about what
summarise and recap the they have learnt
lesson. today.
Closure 2. Teacher highlights
(5 minutes) the topic and recap
the lesson.
3. Teacher highlights
the importance of
appreciating
others’ culture
(food).

Reflection:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

SAMPLE