Introduction

There are many different approaches for teachers when it comes to teaching a classroom full
of students. Many variables come into play when it comes to determining the most effective
teaching strategy to employ. It is also important to consider the fact that not all students learn in
the same way or at the same pace. Because of this, teachers may need to employ several
teaching methods that support the learning needs of individual students.

One of the biggest challenges for teachers in an educational system is accommodating the
different learning styles of their varied students in a classroom environment.Children acquire
information in many different ways.They come to school with different skill levels and learning
styles. These learning styles can be grouped into four categories: visual, auditory, kinesthetic,
and sociological learners. Lesson plans and daily activities need to create a learning environment
where all can succeed according to their differences and abilities. The successful teacher will
recognize and provide for these differences.They can present lessons using methods to reach
each kind of learner, and can also help students become aware of their own learning styles so
they can understand the best ways for them to study.
LESSON PLAN 1

ENGLISH LESSON PLAN YEAR 5

Subject : English language

Year : 5 Bestari

Date/ day : 16.06.2014

Time : 9.00 am – 10.00 am

Theme : World Of Knowledge

Topic : Buildings

Focused skill : Writing

Integrated skills : Listening, Speaking and Reading

Learning objectives : 2.3.1 Name and identify things

3.4.1 Read aloud phrases and sentences, pronouncing them correctly

4.1.2 Write clearly and legibly in print.

4.4.3 Construct simple and compound sentence independently by looking at the pictures.
Behavioral objectives : By the end of the lesson, students should be able to:

1. Identify and state the names of 90 % of the pictures shown.

2. Read a text correctly with minimal pronunciation errors.

3. Spell at least 6 out of 10 names of building correctly.

4. Write a correct sentences for 3 out of five pictures provided.

Vocabulary : cinema, post office, police station, fire station, hospital, restaurant, market.

Sentence patterns : preposition statements

The post office is next to the cinema.

The school is behind the supermarket.

The police station is in front of the hospital.

Previous knowledge : Pupils already know the name of half of the building via real life interaction (i.e school, supermarket,

office)

Moral values : Cooperation, dare to try and kindness

Thinking skills : Active listening, cooperative interaction, visual-spatial.

Multiple intelligence : Verbal-linguistic intelligence and interpersonal intelligence.

Stages/time Content Actitivity Resources Rationale
Set induction 1. Eliciting students 1. Teacher presents 1. Power point 1. To arouse
( 5 minutes ) response the pictures of presentation of pupils’ interest.
Teacher’s question: some buildings and building and places 2. To ascertain the
Do you know what is places for the around a town. pupils’ previous
this building? students using level of knowledge
Students response: power point and understanding.
Yes. It is a hospital. presentation. 3. To introduce the
No. I don’t know. 2. Teacher asks the topic to the
- that is a school pupils to name students.
- it is a cinema the buildings and
places they know.
3. Teacher gives an
overview of today’s
topic with some
general information
Presentation Presenting the 1. Teacher produces 1. Flashcards of To arouse the pupils’
vocabularies for some flash cards. building in a town. visual learning style and
today’s lesson. 2. The teachers say the 2. Substitution table to elicit input on the
name of the building vocabulary and sentence
Sentence pattern: in the flashcards and pattern.
Stating the position of the pupils identify
buildings. the building.
The hospital is next to 3. The teacher shows
the post office. the spelling of the
The school is behind the words to the pupils
supermarket and encourage them
to spell the words.
4. Teacher use the
substitution table to
introduce sentence
pattern and
construction
Practice 1. Listening to the 1. Teacher gives the Dialogue sheet. 1. To give the
teacher’s pupils a dialogue Worksheet opportunity for
pronunciation and sheet. pupils to use their
intonation. 2. The teacher read the auditory style so as to
2. Repeat after the dialogue and pupils pronounce the words
teacher. repeat after her. correctly.
3. Read the text aloud 3. In pairs, the pupils 2. To allow the pupils
using correct act out the scene in a chance to use the
pronunciation and the dialogue sheet. language on their
intonation 4. Teacher give the own.
4. Write the names of pupils a worksheet 3. To prepare the
the building and together they pupils for writing.
correctly. discuss the answer.

Production 1. Teacher ask the Worksheets 1. To familiarize the

pupils to make a pupils with the
list of the building spelling patterns of
they have learnt the words.
today. 2. To give the
2. The teacher gives a opportunity for the
picture to the pupils pupils to
and ask them to write express themselves
5 simple sentences in writing.
based on the picture. 3. To evaluate the
performance of the
pupils.
Closure Paste a building on the In groups, pupils answer The game ‘lost city map’ To evaluate the pupils’
map based on the riddles the riddles in the game creativity and
‘crazy map”. understanding of the
Pupils paste the pictures assignment.
on the map to answer the
riddle.
Lesson Plan 2
ENGLISH LESSON PLAN YEAR 5

Subject : English language

Year : 5 Pintar

Date/ day : 17.06.2014

Time : 9.00 am – 10.00 am

Theme : World of Self/ World of Knowledge

Topic : Travel and Adventures

Focused skill : Reading

Integrated skills : Listening, Speaking and Reading

Learning objectives : 1.2.2 Listen to and repeat correctly the phrases read.
2.3.1 Name or identify the place/s or information in the brochures/text
3.4.1 Read aloud phrases and sentences, pronouncing them correctly.
Behavioral objectives : By the end of the lesson, students should be able to:

1. Listen and repeat at least 4 phrases correctly in the text with guidance of teacher.
2. Name and identify at least 3 places in Sabah based on information in the brochures.
3. Read aloud together with the correctly pronunciation phrases and sentences.
4. Able to answer at least 3 answers correct based on the “WH” questions asked

Vocabulary : tourism, visit, festival

Sentence patterns : to ask questions and to give information

i. What do you like to do? - I like to……………………

ii. What are you doing? - I am………………….............
iii. Where are you going? - I am going to ……………..
iv. Who is that? - She is my………………..( to state )
v. When are you coming to my house? - On Friday at 3 o’clock
vi. How much is that book? - It is RM 7.50

Previous knowledge : Pupils recognize Sabah as one of the state in Malaysia.

Moral values : Love our country
Thinking skills : active listening, cooperative interaction, visual-spatial.
Multiple intelligence : Verbal-linguistic intelligence and interpersonal intelligence.
Stages/time Content Actitivity Resources Rationale
Set induction 1. Attracting pupils’ 1. Teacher shows an - Video 1. To attract pupils’
attention. interesting video in interest.
( 5 minutes )
(show a video about front of pupils about 2. To get pupils’
holiday) holiday. attention.
Video : Mickey Mouse 2. Teacher asks some 3. To introduce the
Cartoon (Hawaii questions about the lesson.
Holiday) video.
- What is the title of the
cartoon show in this
video?
- Where did she/he go?
- Do you like to go on a
holiday?
- Teacher introduces
the lesson.

Development Instructional language: 1. Teacher displays a - Reading text To arouse the pupils’
Step 1 1. Class, listen and reading text on the (Sabah) visual learning style and
(Presentation) repeat after me. blackboard. - phrase cards to elicit input on the
(15 minutes) 2. Now, let’s read the 2. Teacher reads the text - Key word/s cards vocabulary and sentence
text together. phrase by phrase and pattern.
3. Let’s discuss the repeat by the pupils.
content of the text 3. Pupils are then
together. asked to read through Appendix 2a
4. The blackboard is the text together with Appendix 2b
divided into 3 guidance of teacher Appendix 2c
columns; paragraph 1, when needed.
paragraph 2, and 4. Teacher discussed
 paragraph 3. with pupils the
5. There are some key content of the text
word cards on my for each paragraph
hands. through question.
6. I want some of you to 5. Teacher divides the
help me paste the blackboard into 3
cards in the suitable columns. (paragraph
columns based on the 1, paragraph 2,
text read. paragraph 3)
7. Well done / good job. 6. Key word cards are
8. Now, let’s discuss the shown to the pupils.
answer together. 7. Teacher shuffles the
key word cards and
The ‘WH’ questions: distributes the cards
1. Where is the place randomly to the
discussed in the text? pupils.
Expected answer: Sabah. 8. The pupils are asked
to paste the picture
2. What is the another cards at the suitable
name for Sabah? columns based on
Expected answer: The the text they read
Land Below The Wind earlier.

3. What is the most

popular festival in
Sabah?
Expected answer:
Kaamatan Festival.

4. Who is celebrating
the Kaamatan
Festival?
Expected answer: The
 Kadazandusun.

5. Where is the most

interesting tamu ?
Expected answer: Kota
Belut.
6. What is the name of
the highest peak in
South East Asia?
Expected answer: Mount
Kinabalu.

7. What is the name of

the largest flower in
the world?
Expected answer:
Rafflesia.

Practice Matched the text 1. Teacher divides Envelope of variety of To encourages student to
(15 minutes) puzzles: student into groups of colours. appreciate the nature.
5.
Red Envelope: 2. One representative Set of puzzles. To give opportunity for
Largest flower in the student of each group student to work in
world is Rafflesia. come forward and Appendix 3a groups.
Blue Envelope: takes one of the
Sabah is often referred envelopes.
to as "Land Below The 3. Each group is given a
Wind" set of puzzle which
Yellow Envelope: contains words of
Sabah is the second text.
largest state in Malaysia. 4. Each group is
White Envelope: required to match the
The capital of Sabah is pieces of puzzles
 Kota Kinabalu. together.
Purple Envelope: 5. Each group needs to
The highest peak in write down the
South East Asia is sentence that have
Mount Kinabalu. been matched on
whiteboard then
read the sentence.
6. The group that
completes the entire
task fastest will be
the winner.
1. Pupils are divided
Production into groups. 1. Now, sit in your own 1. Map of Sabah To ascertain pupils’
(20 minutes) 2. Each group is given a group. 2. Set of question cooperative spirit to
question paper and 2. Each group will be paper participate in the
the Map of Sabah. given a task that has Appendix 4a activity.
3. With reference to the a Map of Sabah and Appendix 4b To enhance their skill in
text pasted on the a few questions. Appendix 4c reading, speaking and
blackboard, pupils 3. Now, work together identifying information.
are asked by the to find the answers
teacher to work and answer them in
together to find the the blanks/ match
answers for each them with the correct
question in the task answers that have
given in the paper. been provided.
4. Pupils are asked to 4. Let’s discuss the
answer each question answer together.
together. Well done.
5. Teacher and pupils
discusses the
answers.

Closure 1. Singing the song 1. Teacher displays 1. LCD 1. To build pupils’ self-
( 5 minutes ) with action. lyrics of the song. 2. Speaker confident.
2. Teacher asks to read 3. Laptop 2. To encourage pupils’
the lyrics together. participation in
3. Teacher plays the group activites.
song.
4. Teacher asks pupils
to sing the song
together with action.