Genevieve Richard

SK SARIKEI

LESSON PLAN

Subject : English

Year : 5 Cerdik

Enrolment : 27 pupils

Date/Day : 6th August 2018 (Monday)

Time : 7.30 am – 8.30 am

Theme : World of Stories

Topic : Unit 10 The Peach Boy

Focused skill : Speaking

Previous Knowledge : They have the knowledge about Malay’s culture as they
live in Sarawak

Content Standard : 1.2 By the end of the 6-year primary schooling, pupils
will be able to listen and respond appropriately in formal
and informal situations for a variety of purposes.

Learning Standard : 1.2.4 Able to participate in conversations with peers.

1.2.5 Able to talk on topics of interest in formal

situations with guidance.

Learning Objectives : By the end of the lesson, pupils will be able to;

a. participate in conversations with peers

b. talk on topics of interest in formal situations with

guidance

Vocabulary : Folktale, costume, custom, festival, culture

Educational Emphases : Value and Citizenship (Respect and appreciate)

Resources/Teaching Aids : Book cover of Momotaro (PowerPoint)

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 Genevieve Richard
SK SARIKEI

Stage/Time Content Activities Remarks

Book cover of the 1. Teacher shows the pupils a book

Set folktale “Momotaro – cover of a folktale Teaching aid:
induction The Peach Boy”
±5 minutes 2. Teacher elicits several Wh-  Book cover of the
questions based on the book cover. folktale “Momotaro –
The Peach Boy”

To attract the pupils’’

 What is the title of the story?
 What can you see in the picture?
 How many characters can you see in
the book cover?
 What do you think the story is about?
 What is a folktale?
attention to the lesson.
To prepare the pupils for
the lesson
To introduce the topic of
the day

Presentation Definition of folktale 1. Teacher tells the definition of folktale To introduce the new
to the pupils and asks the pupils to vocabulary to the pupils.
±10 minutes Information on Japan name some of the folktales that they
have read before.  Using prior
 Costumes knowledge – to aid
 Customs  “A folktale is an old story passed more understanding
 Food down verbally from generation to towards the topic/
 Fruits generation.” vocabulary
 Festivals  “Can you name some of the
folktales that you have read
To instil the moral value
before?”
of ‘appreciate your
culture’ among the pupils
2. Teacher asks the pupils where the
folktale ‘Momotaro’ comes from.

 “Based on this book cover,

where do you think the folktale
‘Momotaro’ is from? – It is from
Japan.

3. Teacher introduces Japan culture to

the pupils.

 “Today, I am going to tell you

more about Japan culture.

4. Teacher uses the pupils’ prior

knowledge of their Malay’s culture to
explain the vocabulary of costumes,
customs and festivals.

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 Genevieve Richard
SK SARIKEI

 “What is the costume of the

Malay people?”

 “In Malaysia, we also have our

own culture. For example, the
Malay culture. The Malay have
their costume and festivals that
they celebrated every year. This
is the identity of your culture. You
must be proud of Malaysian
culture even though you are not
a Malay.”

5. Pupils will share anything they know

about Malay in any aspects.

Practice Pair Work 1. Teacher divides the pupils into pair.

To give opportunity for
±15 minutes  Talk about Japan  “I want to make a pair consist of 1 the pupils to participate in
with friend pupil from Group A and 1 pupil from conversation.
Group B.”
 Pupil A: Ask question
 Pupil B: Answer question

2. The pupils in Group A are going to

ask question to the pupils in Group
B.

3. Whereas, the pupils in Group B need

to answer all the questions.

4. Teacher asks the pupils to change

their roles.

 “In pair, I want you all to talk

about Japan.”
 “I am going to give you a list of
sample questions to be asked.”

Production Group work 1. Teacher introduces the introductory To guide the pupils in
(discussion) speech that the pupils can use when giving a short talk based
±20 minutes giving a short talk. on the topic of interest.
A short talk on Japan
 “When you are going to give a
talk, you must do some greeting.
This is the sample of greeting
that you can say.”

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 Genevieve Richard
SK SARIKEI

2. Teacher gives sample of short talk

format to the pupils.

 “What else do you need when

you are giving a talk?”
 You need the topic, the content
of what you are going to say

3. Teacher divides the pupils into group

and asks the pupils to discuss on the
points that they can say when giving
the short talk.

4. Pupil will find and move to their

group.

5. Teacher asks the pupils to practice

the short talk in the group

 “In group, I want you to discuss

on the contents that you can say
when you are going to give a
short talk on Japan.”

6. Pupils will talk about Japan after

having a discussion with their
partner.

Presentation of short 1. Randomly, teacher chooses a few

Closure talk pupils to give a short talk on Japan To summarize the lesson
to the class. of the day.
±10 minutes
To give opportunity for
 “Now, I am going to choose one
the pupils to talk in front
person to give a short talk on
of the class
Japan.”
 “Give a big applause to your
friend for giving such a good
talk.”

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 Genevieve Richard
SK SARIKEI

REFLECTION:

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COMMENTS BY SUPERVISOR:

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Checked by Guiding Teacher: Checked by Supervising Lecturer:

Signature : Signature :

Name : Madam Ngu Sze Ling Name : Madam Laily binti Yahya

Date : Date :