LESSON 94 YEAR 1 GAMMA NUM.

OF PUPILS: 35
SUBJECT English FOCUS Speaking 40
THEME World of Knowledge DATE 12 November 2018
TOPIC Pet Show TIME 09.10 a.m. – 10.10 a.m.
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard Pre-Lesson:
Main: 2.1 Communicate simple information intelligibly 1. Brainstorm with students possible ways of adapting the action story
Complementary: 2.2 Use appropriate communication strategies on Superminds p.44.
Learning Standard 2. Teacher helps students with new vocabulary as appropriate.
Main: 2.1.5 Name or describe objects using suitable words from word Lesson delivery:
sets 2.2.2 Ask for attention or help from a teacher or classmate using 1. Divide students into small groups and ask them to create a new
one word or a fixed phrase action story.
Language/Grammar Focus
2. Provide students with a language frame to help them structure the
Recycled imperatives and animal vocabulary from lesson 109 story, e.g.
1. Listen!
2. ...

OBJECTIVES
3. ...
1. All students can speak three words 4. ...
2. Some students can come up with new action story 5. ...
3. Most students can write their story down and able to say the 6. ...
story
7. ...Pick him up.
3. Students create their story. They can write the story down, if they
like, but must also be able to say the story.
4. Students tell their story to other groups, who mime the story.
Post-lesson:
1. Students identify differences between their stories and the original in
Superminds p.44. Some of this part of the lesson may need to be in L1,
because the focus here is more on thinking than on language production.

IMPACT/REFLECTION MATERIALS
-
NOTE:
1. This lesson is postponed due to Kem Bestari Solat CCE (CURRICULUM / HOTS / VALUES)
Creativity and Innovation

CLASSROOM BASED ASSESSMENT (PBD)

Observation
LESSON 96 YEAR 1 ALFA NUM. OF PUPILS: 35
SUBJECT English FOCUS Language Art 40
THEME World of Knowledge DATE 12 November 2018
TOPIC Pet Show TIME 10.30 a.m. – 11.30 a.m.
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard Pre-Lesson:
Main: 5.3 Express an imaginative response to literary texts 1. Review adjectives and animals
Complementary: 1.1 Recognise and reproduce target language sounds Lesson delivery:
1. Teacher provides students with a model sentences that rhyme about
Learning Standard animals (example given).
Main: 5.3.1 Respond imaginatively and intelligibly through creating 2. Teacher encourages students to create their own rhyming sentences
simple art and craft products with like/don’t like in pairs. Encourage the use of but or and if suitable.
Other imaginative responses as appropriate
Complementary: 1.1.1 Recognise and reproduce with support a limited
range of high frequency target language phonemes Post-lesson:
1. Students draw a picture of the animal they like (or don’t like).
Language/Grammar Focus Students write a sentence
I like/don’t like Example rhyming sentence:
Animals review I don’t like red rats but I like long lizards.
Colours review
Initial sounds and rhyming Introduction to linking words but / and

OBJECTIVES
1. All students can say four rhyme animal words
2. Some students can say ten rhyme animal words
3. Most students can create one rhyming sentences with like/don’t
like in pairs.
IMPACT/REFLECTION MATERIALS
1. ___ students can say four rhyme animal words -
2. ___ students can say ten rhyme animal words
3. ___ students can create one rhyming sentences with like/don’t CCE (CURRICULUM / HOTS / VALUES)
like in pairs. Creativity and Innovation
CLASSROOM BASED ASSESSMENT (PBD)