Subject : English

Date : 21/06/2017
Duration : 1 hour
Year : 3 Brilliant
Number of Students : 30
Theme : Being Healthy
Topic : Fruits
Focused Skill : Reading
Integrated Skill : Grammar
Learning Standard : 2.2.3 Able to read and understand simple and compound sentences.
5.1.7 Able to use articles correctly and appropriately:
( a )a
( b )an
( c )the

Objectives : By the end of the lesson, students should be able to (A):

a) answer (B) five out of eight questions correctly within 10

minutes (D) pertaining to the articles on the styrofoam. (C)
b) answer (B) 4 out of six questions by using articles within
three minutes (D) in the worksheets (C).

Language Focus : Articles (a, an, the)

Educational Emphasis : Responding
Multiple Intelligences : Visual, Kinaesthetic, Auditory
Teaching Aids : Worksheets, Slides, Mah-jong paper, Manila Card, Styrofoam,
Polystyrene Cup, Sticks pasted with papers that consisting of Articles
Vocabularies : Electrician, Stomach, Healthy
Moral Values : 1. Work together and give cooperation to your group members
while finishing the task given
2. Courage when presenting and answer the questions
3. Fruits are good for digestion of stomach.
STAGE/TIME CONTENT TEACHING AND AVA
LEARNING ACTIVITIES

1. Salam and 1. Teacher enters the 1. Four pictures of

Set Induction morning students, class and greets the fruits:
(5 minutes) how are you students. -Apple
today? 2. Teacher asks head of -Pineapple
2. Can I have two the class to recite the -Watermelon
students to prayer first. -Rambutans
volunteer to take 3. Teacher paste four - Words of fruits
some pictures and different pictures of
words in this bag sports on the board.
and paste them on 4. The teacher calls
the board? three students to take
3. Could you please 2 words of sports
pronounce the from her small bag.
words loudly to 5. The students need to
your friends? paste the words
4. Do you like to eat according to the right
fruits? pictures.
5. What are your 6. The three students
favourite fruits? have to pronounce
6. So students, can the words that they
you guess what paste on the boards
are we going to loudly.
learn today? 7. The questions are
7. I will inform you forwarded to probe
more about fruits and trigger the
 after this. students so that they
will talk and guess
about what they are
going to learn today.
8. Teacher then scaffold
the students to reveal
the topic of the day
about fruits.

Rationale:
1. To attract the
students attention.
2. To give a clue of
what they are going
to learn in the class.
3. To break the ice
between teacher and
students.

Presentation 1. What are the 1. Teacher asks the 1. Manila Card

(20 minutes) examples of students to be ready consisting of
articles? for the next learning passage
 A session. about how to
 An 2. Teacher gives two stay healthy.

 The minutes to the 2. Mah-jong

students for their paper

2. When do we use preparation times. consisting of

articles (a, an, 3. Teacher pastes sample

the) ? manila card simple

 “a” and “an” for consisting of passage sentences

singular about how to stay about

countable nouns healthy. Articles (a,

and when we 4. Teacher read aloud an, the) on

speak of the passage line by the board.

something for the line then followed by

students.
 first time. 5. Then, teacher asks
 We use “a” only students if they did
for nouns which not understand any
begin with vowel words line by line in
sounds. the passage.
 Meanwhile, for 6. Teacher guides the
article “the”, we students with
use “the” when dictionary skills
we speak of the should there be any
same thing again problem in
and when there is understanding the
only such a thing. meaning of the
words.
7. Teacher will choose
two students
randomly to explain
what the passage is
all about using their
own words. Teacher
will scaffold the
students in this
activity.
8. Now, teacher will
bring the students to
the next stage, which
is to teach grammar:
Articles (a, an, the)
9. Teacher now asks the
students to look at the
mah-jong paper
pasted consisting of
sample simple
sentences about
Articles on the board.
10. Teacher asks the
students to focus on
the three Articles in
 the mah-jong paper.
11. Teacher explains to
the students about the
Articles and the
sentences all about.
12. Teacher stresses on
the function of
articles when the
articles “a”, “an” and
“the” are used.
13. Teacher triggers the
students with two
simple questions.
14. Once questions and
answers session is
done, the teacher will
move to the next
stage.

Rationale:
1. To expose the
students with reading
the passage about
how to stay healthy.
2. To teach the students
the dictionary skill.
3. To teach them about
articles.
Practice  Examples of 1. The teacher informs 1. Polystyrene
questions written the students that cups
(15 minutes)
on the Styrofoam : they are going to be 2. Styrofoam
a) I like ……blue T- distributed into 5 consisting 10
shirt over there groups and in each questions
better than ….. groups, there will be 3. Sticks pasted
red one. five or four students with papers
b) Their car does 150 in it. that consisting
miles ……hour. 2. Then, once the of Articles (a,
c) Where's ……USB students are done an, the)
drive I lent you with the groups,
last week? teacher will ask the
d) ……. moon is students to be ready
shining brightly. for the instructions
e) Is your mother while the teacher
working distributes the
in…………old materials.
office building? 3. Teacher will give a
f) Carol's father polystyrene cup and
works as…… 10 sticks pasted with
electrician. papers that
g) The tomatoes are consisting of
99 pence……kilo Articles to each of
h) She is drinking the groups.
…… glass of milk 4. Teacher also give a
 Styrofoam that
consisting of 10
questions to all the
groups.
5. Teacher will give
one example to the
students on how to
do the exercises.
6. The students have to
discuss and paste the
correct Articles on
the paper to each of
the questions on the
styrofoam.
7. Once the teacher
done with example,
the students are
allowed to complete
the tasks given in
their respective
groups within 10
minutes.
8. When the time is up,
teacher will call two
representatives from
each group to
present their answers
and write the
answers on the
board.
9. The teacher starts
the discussion by
giving the correct
answers and check
the answers on the
board.
10. If there is any
 mistakes, the teacher
will scaffold the
students why the
answers are wrong
and explain to them
about the right
answers.
11. Teacher will asks
any questions
forwarded by
students pertaining
to the sentences or
answers.
12. Teacher praises the
groups that manage
to get correct
answers for all the
questions. For the
groups that cannot
make it, the teacher
advises them to be
positive and give
their level best in
answering the
questions.
Rationale:
1. To break the ice
among the students
pertaining to the
topic of the day.
2. To let the students
work in group.
3. To boost students’
confidence in
justifying the
answers chosen.
4. To strengthen the
 teamwork and
courage among
students.

1. The teacher will

distribute a
worksheet to each of
the students.
2. Teacher will give 1. Worksheets
Production explanation about 2. Slides
the instructions for
(20 minutes)
the new task once
the students are
completely
distributed with the
worksheets.
3. For this task, the
students will have to
do it individually.
4. Teacher will also
give the
demonstration on
how to do the tasks
and how to choose
the best answers for
the questions based
 on Article (a, an,
the) notes that they
have learnt
previously.
5. Once the teacher is
done with the
demonstration, the
students are
informed to finish
the task consisting
of 6 questions within
10 minutes.
6. The teacher informs
the students that
they are refer the
notes about Article
(a, an, the) on the
board in order to
complete the task
given.
7. The students are also
allowed to discuss
the questions with
their friends.
8. The teacher will get
ready with slide that
consists of right
answers of each
question.
9. Once the time is up,
the teacher will
discuss the answers
with the students by
way of randomly
calling names and
asking for the
answers.
 10. Teacher will ask
explanation for
every correct
answers from the
students in order to
observe the
understanding about
the matter.
11. If the students’
answers are wrong,
teacher will help by
explaining the
reasons to justify the
answers.
12. Teacher asks the
students to write
their scores and
submit the
worksheets to
observe the students’
progress pertaining
to the topic.
Rationale:
1. To check students’
progress and
understanding
pertaining to the
questions given.
2. To make sure that
the students have
understood the
information about
Articles (a, an, the)
which they have
learnt earlier.
3. To make sure that
the students can
 apply them when
answering the
questions given.

4. To observe overall
achievement of the
students pertaining
to the knowledge
learnt on that day.

1. Teacher ends the

lesson by asking the
Closure
students about what
(5 minutes) types of fruits that
they learnt on that
1. Asks questions to recall day.
the students’ memory. 2. Teacher mentions
E.g: about the benefits of
-What have you learnt eating food which is
today? good for our
stomach.
 3. Teacher will ask two
Articles: students to answer
-A the questions.
-An 4. Teacher will ask 2
-The students (active and
passive students) to
state the articles that
they learnt and when
to use them.
5. Last but not least,
the teacher will ask
2 volunteers about
the moral values
from the students.
6. If the students are
having problems to
state the moral
values, the teacher
will scaffold to help
the students in
giving moral values.
7. Teacher will give
salam to the students
and leave the
classroom.

Rationale:
1. To recall on what
students have learnt.
2. To instil morality
towards the students.
 1. The teacher informs
Practice the students that
they are going to be
(15 minutes)
distributed into 5
groups and in each
groups, there will be
five or four students
 Pictures in the in it. 1. Envelopes with
envelopes: 2. Then, once the sports pictures
1) Netball students are done
2) Hiking with the groups,
3) Cycling teacher will ask the
4) Swimming study to be ready for
5) Kayaking the instructions.
3. Teacher asks one
representative from
each group to come
in front and chooses
an envelope.
4. Each envelope
contains a picture
 showing a sport.
5. Teacher will clarify
about the
instructions on how
to go about the
exercises.
6. Each group has to
create six simple
sentences based on
their picture by
using Article (a, an,
the)
7. Teacher will give
one example to the
students on how to
do the exercises.
8. Once the teacher
done with example,
the students are
allowed to complete
the tasks given in
their respective
groups within 10
minutes.
9. When the time is up,
teacher will call two
representatives from
each group to
present their answers
and write the
answers on the
board.
10. The teacher starts
the discussion by
giving the correct
answers and check
the answers on the
 board.
11. If there is any
mistakes, the teacher
will scaffold the
students why the
answers are wrong
and explain to them
about the right
answers.
12. Teacher will asks
any questions
forwarded by
students pertaining
to the sentences or
answers.
13. Teacher praises the
groups that manage
to get correct
answers for all the
questions. For the
groups that cannot
make it, the teacher
advises them to be
positive and give
their level best in
answering the
questions.
Rationale:
1. To break the ice
among the students
pertaining to the
topic of the day.
2. To let the students
work in group.
3. To boost students’
confidence in
 justifying the
answers chosen.
4. To strengthen the
teamwork and
courage among
students.