Lesson Plan sample

Subject: English
Class: 5 Mars
Date: 27 March 2017
Day: Monday
Time: 10:00am – 11:00am
Attendance: /25
Theme: World of Self, Family and Friends
Topic: Family Day
Focussed Skills: Grammar
Integrated Skills: Listening and Speaking
Content Standard: 5.2 By the end of the 6-year primary schooling, pupils will be able to
construct various sentence types correctly.

Learning standard: 5.2.1 Able to construct imperative sentences correctly.

Learning Objective: By the end of the lesson, students should be able to:
1. describe various types of dishes
2. listen and give to commands
3. complete work sheets:
a) Easy [Appendix 1(a)]
● Name 6/10 ingredients correctly
● Fill in 6/10 answers correctly
b) Intermediate [Appendix 1(b)]
● Name 8/10 ingredients correctly
● Fill in 8/10 answers correctly
c) Advance [Appendix 1(c)]
● Name 10/10 ingredients correctly
● Fill in 10/10 answers correctly

Previous knowledge: Pupils know about some dishes and commands.

CCTS: Listening, applying, recalling, analysing
Multiple Intelligence: Verbal- linguistic, interpersonal, bodily kinaesthetic, visual-spatial, musical
Value inculcates: Respect others, work cooperatively, answer appropriately, listen attentively
Teaching aids: Tom & Jerry picnic video, “Open the door, close the door” video, sticky
tacks, work sheets, sardine sandwich ingredients (bread, lime, mayonnaise,
sugar and pepper, chopped onions, sardines, margarine and sliced cucumber
and tomatoes), flashcards and sardine sandwich recipe

Stages/ Duration Learning content Teaching and Learning Remarks

Strategies

Set induction Introduction of the topic 1. The teacher shows a video MI: Visual-spatial,
to the pupils.
(5 minutes) “Tom & Jerry picnic 2. The teacher asks the verbal-linguistics,
video” pupils some questions.
- what are the CCTS: Identifying,
characters doing in recalling
the video?
Rationale: - what do they have in
the basket?
- To get the pupils’ - what are other types TA: Tom & Jerry picnic
attention and to of dishes that you video
know their know?
knowledge about
3. The pupils name the
various types of
dishes they know.
dishes.
4. The teacher introduces
- To teach the pupils the topic. MV: answer
grammar items in a appropriately
fun way.

Presentation Presentation of how to 1. The teacher shows a video MI: verbal linguitics,
give commands to the pupils. visual-spatial, musical
(15 minutes) 2. The teacher asks the
“Open the door, close pupils to sing along. CCTS: Recalling
the door” 3. The teacher asks what
other commands they
- Drilling (by giving know.
4. The teacher uses TA: “Open the door,
guidance with
flashcards) flashcards to introduce close the door” video,
new words by reading it sticky tack, flashcards
Vocabularies: one by one.
5. The pupils read the words
Cut, spread, add, aloud one by one
squeeze, mash, arrange 6. The teacher pastes the
and serve. flashcards on the board
(using sticky tack).
7. The teacher explains while
Rationale: pupils listen.
8. The teacher takes down
- To get the students the flashcards.
familiar with the
words, before
proceeding to the
next activity.

Practice Conduct “Listen and Do”
activity
(15 minutes)
- Practice the pupils
listening skills by
reading the recipe.
Rationale:
- To enhance the
pupils’ listening skills
Product Conduct “Chef Buddies”
activity
1. The teacher distributes
worksheets to the pupils.
2. The teacher reads a
sardine sandwich recipe to
the pupils.
3. The pupils listen and write
on the worksheet.
4. The teacher guides pupils
throughout the questions.
5. The teacher discusses the
answers with students and
asks them to paste the
worksheet in their English
Exercise Book.
1. The teacher divides the
pupils into 5 group of 5.
2. Each group is provided
MV: Listen attentively
MI: Verbal-linguistics
CCTS: Listening,
analysing
TA: Worksheets
(Appendix 1), sardine
sandwich recipe
(Appendix 2)
MV: Listen attentively,
respect others
MI: Verbal-linguistic,
visual-spatial, bodily
kinaesthetic,
(20 minutes) - Pupils apply the with the sardine sandwich interpernonal
imperative sentence ingredients.
learned by 3. One of the member in a CCTS: Listening,
anaysing, applying
participating this group will be the leader
activity. and required to construct TA: Sardine sandwich
several imperative ingredients (Appendix
Rationale: sentences to give 3
- To test the pupils’ commands to their
understanding on teammate.
the imperative 4. Each member will take
sentence and new turns to be the leader and
words learned. present how they give MV: Work
- To relate the commands to their cooperatively, respect
classroom learning teammate correctly. others
in a real-life context 5. To ensure the pupils are
applying the knowledge
learned, the teacher will
ask a random member
from a random group to
repeat the commands
they made.

Closure Summarize the whole 1. The teacher gives a MI: Verbal-linguistics,

lesson common and imperative logical mathematics
(5 minutes) sentence quiz to each
- Give word search CCTS: Recalling
pupil.
worksheet
containing 2. The teacher supervises the
vocabularies learned pupils and recall them TA: Word search
- Emphasise the worksheet (Appendix
when needed.
values learned 3. The teacher sum up the 4)
Rationale topic learned.

- To recall what
students have learnt
through entire
lesson.