LESSON PLAN - ENGLISH LESSON Date Class Number of Pupils Time Topic Main Skills Integrated Skills Curriculum

Specification : 8th September 2006 (Monday) : Year 4 Dahlia : 36 / 36 : 10.50 am 11.50 am : Come Rain Or Shine Four Seasons : Reading : Listening, Speaking and Writing : World of Knowledge Level 3 1.2.3 Listen to and repeat simple rhymes and songs paying attention to pronunciation, stress and intonation correctly. 3.3.3 Read and understand simple paragraphs 4.3.3 Match words to other words : By the end of the lesson, pupils will be able to: i) Read simple rhymes with correct pronunciation, stress and intonation ii) Read and interpret simple paragraphs iii) Rearrange words to form questions and answers based on the poem read : Pupils have seen and heard about the four seasons : Simple Wh - questions : Graphic organizer, worksheet, flash cards, paper strips : Gratitude and love for the environment : Classify, predict, look for patterns : Bodily-kinesthetic, visual-spatial, interpersonal, verbal-linguistic

Learning Outcomes/ Objectives

Previous Knowledge Language Input Teaching Aids Moral Values Educational Emphasis / Thinking Skills Multiple Intelligences

Stage / Time Set Induction (5 minutes)

Content Poem

Presentation (25 minutes)

Power-point Slides Examples of countries having the four seasons Switzerland, Ireland, France, England, Germany, Britain

Teaching and Learning Activities 1. Teacher shows pupils a poem on four seasons. 2. Teacher asks pupils to listen carefully while teacher recites the poem. 3. Teacher ask pupils to recite the poem. 4. Teacher introduces the topic. 1. Teacher shows the scenes of four seasons. 2. Teacher ask pupils to read the paragraphs that describe the four seasons. 3. Teacher talks about the four seasons, the colours and things associated with each season. 4. Teacher gets few pupils who have been to foreign countries to share their experiences. 5. Teacher gives examples of countries having the four seasons. 6. Teacher emphasizes the WH questions. 7. Teacher shows the Wh-words that are used to ask the Wh questions. 8. Teacher shows a few examples of simple Wh -questions

Rationale To allow pupils to enjoy and appreciate reciting poems

Remarks Resources: Graphic Organizer Multiple Intelligences: Verbal-linguistic

To widen pupils knowledge on the four seasons.

Resources: Graphic Organizer Multiple Intelligences Visual-spatial Moral Value: Gratitude

To refresh pupils grammar on Whquestions.

Stage / Time Production (20 minutes)

Content Wh- questions 1. Which season is cold, white and chilly? Winter season is cold, white and chilly. 2. Where do the Eskimos live? Eskimos live in cold and snowy places in the Arctic. 3. What happens during spring? Flowers bloom during spring. 4. When do the leaves turn brown and fall from the trees? The leaves turn brown and fall from the trees during autumn.

Closure (10 minutes)

Riddles Worksheet

Teaching and Learning Activities 1. Teacher gives four envelopes containing scrambled Whquestions to four groups and four envelopes containing scrambled answers to four more groups. 2. Teacher asks the latter groups to unscramble the flash cards into sentences and paste them on the paper strips. 3. Then, teacher asks the groups with Wh- questions to find the groups with the correct answers. 4. After that, teacher asks groups with questions and groups with the answers to show their sentence in front of the class. 5. Teacher asks the pupils to read the questions and the answers. 6. Teacher corrects their mistakes and asks them to use the appropriate Wh- questions and answers in their daily interaction. 1. Teacher shows a slide on simple riddles and asks pupils to guess the answers. 2. Teacher distributes worksheet as homework to pupils. 3. Teacher praises the pupils

Rationale To let pupils match the words to form questions and answers

Remarks Resources Flash Cards, paper strips CCTS: Look for patterns Moral Value: Co-operation Multiple Intelligence: Bodily-kinesthetic

To reinforce pupils understanding on the topic.

Resources: Worksheet Multiple Intelligence: Verbal-linguistic CCTS: Predicting